This document provides an introduction and recommendations for using an adult education guide created to help low-level adult readers participate in a community book reading project of The House on Mango Street. It was created by staff at the Donald H. Londer Learning Center in Portland, Oregon for a 2005 reading event. The guide divides the book into themes, provides vocabulary lists and activities for each section, and offers tips for making the reading accessible for adults with literacy challenges. The goal is to help more community members be included in the book discussion through planning and background materials.
This document provides guidance on how to write a speech, including asking who the speech is for, what the single sentence topic is, and why it is important. It recommends using story, problem, and resolution structures or logical structures like chronological order. It also suggests including an opening, body, and conclusion, and using techniques like alliteration, variety, and the rule of three for effective delivery.
Debate is a method of interactive argument between sides discussing a proposition. A debate involves a moderator, timekeeper, and judge. Debates have an introduction, discussion, and conclusion. Each side presents evidence and rebuttals of the opposition's arguments. Different debate styles include Lincoln-Douglas debates which are one-on-one and focus on philosophy, and parliamentary debates which involve multiple speakers on teams debating proposed laws. Debates follow structured speeches and allow questions between sides.
This document discusses the skill of speaking. It notes that speaking and writing are productive skills as they require learners to produce language, unlike receptive skills like listening and reading. The document outlines that speaking has characteristics of effectiveness and components that can be evaluated. It also discusses the teacher's role in developing students' speaking abilities. Specifically, it mentions evaluating speaking using scales like the Hitchman Rating Scale, Walter Bartz role play scale, and Schulz communicative competence scale.
This document outlines elements of a good speech, including attitude, rehearsal, vocal expression, and nonverbal expression. It emphasizes being confident, speaking conversationally at an appropriate volume and pace, making eye contact with the audience, and dressing appropriately. Gestures and movement should be natural, and the speaker should focus on the message rather than themselves. Proper preparation through rehearsal of a written manuscript is also advised.
This guided reading lesson plan introduces the book "George Shrinks" to students. The teacher will introduce new vocabulary words before reading, and assist students with decoding as needed during independent reading. After reading, students will demonstrate understanding of the new words by writing them and sample sentences in their reading journals.
This document outlines a course on teaching early-years reading using Jolly Phonics. The course consists of 9 sessions that will teach participants the 7 sets of Jolly Phonics sounds through activities, songs and stories. Participants will learn how to use phonics to teach blending, segmenting, tricky words and build language skills. The goal is for participants to understand the Jolly Phonics program and learn effective methods and resources for teaching reading to young children.
The document discusses storytelling, defining it as conveying events through words, sounds, or images often involving improvisation or embellishment. It notes key elements of stories include parts, characters, and narrative point of view. The purpose of storytelling is explained as giving a sense of culture and history, being fun and helping communication and knowledge sharing. Qualities of good stories and storytellers are described as well as the advantages of storytelling like boosting thinking and learning skills and the disadvantages such as challenges in making stories and keeping participants engaged.
Debate is a formal argumentative contest between individuals or teams that aims to persuade others of a position. It teaches skills like critical thinking, teamwork, research, and the ability to think on one's feet. A debate involves presenting structured arguments and rebuttals on a given topic. To run an effective debate, the organizer should clarify participants and structure, maintain a respectful environment, and ensure all sides have a chance to present their views before reaching a conclusion. Debate skills are also valuable for business, teaching how to communicate positions, make tough decisions under pressure, and understand different perspectives.
This document provides guidance on how to write a speech, including asking who the speech is for, what the single sentence topic is, and why it is important. It recommends using story, problem, and resolution structures or logical structures like chronological order. It also suggests including an opening, body, and conclusion, and using techniques like alliteration, variety, and the rule of three for effective delivery.
Debate is a method of interactive argument between sides discussing a proposition. A debate involves a moderator, timekeeper, and judge. Debates have an introduction, discussion, and conclusion. Each side presents evidence and rebuttals of the opposition's arguments. Different debate styles include Lincoln-Douglas debates which are one-on-one and focus on philosophy, and parliamentary debates which involve multiple speakers on teams debating proposed laws. Debates follow structured speeches and allow questions between sides.
This document discusses the skill of speaking. It notes that speaking and writing are productive skills as they require learners to produce language, unlike receptive skills like listening and reading. The document outlines that speaking has characteristics of effectiveness and components that can be evaluated. It also discusses the teacher's role in developing students' speaking abilities. Specifically, it mentions evaluating speaking using scales like the Hitchman Rating Scale, Walter Bartz role play scale, and Schulz communicative competence scale.
This document outlines elements of a good speech, including attitude, rehearsal, vocal expression, and nonverbal expression. It emphasizes being confident, speaking conversationally at an appropriate volume and pace, making eye contact with the audience, and dressing appropriately. Gestures and movement should be natural, and the speaker should focus on the message rather than themselves. Proper preparation through rehearsal of a written manuscript is also advised.
This guided reading lesson plan introduces the book "George Shrinks" to students. The teacher will introduce new vocabulary words before reading, and assist students with decoding as needed during independent reading. After reading, students will demonstrate understanding of the new words by writing them and sample sentences in their reading journals.
This document outlines a course on teaching early-years reading using Jolly Phonics. The course consists of 9 sessions that will teach participants the 7 sets of Jolly Phonics sounds through activities, songs and stories. Participants will learn how to use phonics to teach blending, segmenting, tricky words and build language skills. The goal is for participants to understand the Jolly Phonics program and learn effective methods and resources for teaching reading to young children.
The document discusses storytelling, defining it as conveying events through words, sounds, or images often involving improvisation or embellishment. It notes key elements of stories include parts, characters, and narrative point of view. The purpose of storytelling is explained as giving a sense of culture and history, being fun and helping communication and knowledge sharing. Qualities of good stories and storytellers are described as well as the advantages of storytelling like boosting thinking and learning skills and the disadvantages such as challenges in making stories and keeping participants engaged.
Debate is a formal argumentative contest between individuals or teams that aims to persuade others of a position. It teaches skills like critical thinking, teamwork, research, and the ability to think on one's feet. A debate involves presenting structured arguments and rebuttals on a given topic. To run an effective debate, the organizer should clarify participants and structure, maintain a respectful environment, and ensure all sides have a chance to present their views before reaching a conclusion. Debate skills are also valuable for business, teaching how to communicate positions, make tough decisions under pressure, and understand different perspectives.
This document provides information on different types of texts and reading strategies. It discusses descriptive, narrative, expository, argumentative, and vocative texts. For each type of text, it outlines the purpose, features, examples, and language. It also provides general reading comprehension strategies like reading actively and making your own table of contents. Strategies for reading academic articles include asking questions before and during reading and taking notes. The document concludes with strategies for analyzing a reading like annotating, outlining structure, and identifying audience and purpose.
The document provides information about debate and persuasive speaking. It discusses what debate is, including that it is a discussion of opposing viewpoints intended to persuade an audience. It outlines the structure of a formal debate, including the roles of the affirmative and negative sides and the types of arguments each makes. It also gives examples of debate topics and provides guidance on developing effective speaking and reasoning skills for debates.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
The document discusses effective use of forums for online learning. It describes forums as a common place for students and instructors to share information, questions, answers, and opinions. Forums can take different forms like threaded, flat, or nested structures. The document also discusses how forums can support student-instructor and student-peer interaction through simple and enriched interactions. It outlines various forum activities and their role in constructivism, communities of practice, collaborative learning, and developing higher-order thinking skills. Suggestions are provided for motivating student participation in forums.
The document outlines the key components and steps for preparing an effective speech. It discusses including an introduction, body, conclusion, and transitions in the speech. The steps include choosing a topic, researching the topic, developing a thesis statement, organizing supporting ideas, and outlining the speech. Proper preparation is important to deliver a well-structured speech that engages the audience.
Gestures can clarify and emphasize speech, dramatize ideas, lend vitality, help with nerves, and stimulate audiences. There are descriptive, emphatic, suggestive, and prompting gestures. To gesture effectively, respond naturally to thoughts and words, suit gestures to words and occasions, make gestures convincing, smooth, and well-timed, and develop spontaneous gesturing habits by observing body language in others.
My Communication Skills instructor, Mrs. Rumessa Naqvi, gave us a lecture on how to give a presentation that is really knocks the audience out, "IN ALL THE GOOD WAYS". I noted all the points down and made this powerpoint file for the best of us all. Have a look! Boost utilitarianism.
English 104: Expository vs. Argumentativetheresa_lee
This document outlines the key differences between expository and argumentative writing. Expository writing aims to inform readers by objectively describing or explaining a topic, while argumentative writing seeks to persuade readers that the author's opinion on a debatable issue is correct by presenting evidence to support a clear thesis statement. The document provides guidance on focusing an argumentative paper on supporting an opinion using external sources, addressing counterarguments, and avoiding merely summarizing another author's claims.
The document describes several vocabulary games that can be used to teach English language learners new words:
1) Rise and Fall Definitions - Students choose between two definitions for a vocabulary word used in a sentence and stand up or sit down to indicate their choice.
2) Parade-Pause-Pair - Students mix and match vocabulary words and definitions by parading around and pairing up.
3) Four Corners - Students go to different corners of the room representing different definitions of a multiple meaning word based on the context of a sentence.
4) The Semantic Sleuth Squad - Students work in teams to define a vocabulary word used in a sentence by using context clues and word structure strategies.
This document discusses body language in public speaking. It begins by defining body language as non-verbal communication through movements, gestures and postures. It emphasizes that body language conveys confidence and authority. Several examples of bad body language are given such as turning away from the audience or fidgeting. The document then discusses elements to pay attention to like facial expressions, eye contact and gestures. It notes that body language impacts how the audience receives the message and their level of persuasion. Overall body language is an important part of effective public speaking.
The document provides tips for improving American English pronunciation. It emphasizes relaxing pronunciation and "going with the flow" rather than focusing on individual words. Specific sounds like 'ä', 'æ', and 'æo' are discussed. Rules are given for pronouncing consonants like 'T' and 'R' in a more American style. Exercises provide opportunities to practice sounds like held 'T' and silent 'L'. Overall, the document aims to help non-native speakers adopt a more natural-sounding American accent through addressing pronunciation challenges.
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
This document discusses various aspects of effective speaking. It covers topics like psycholinguistics, the four language skills, aspects that impact speaking like context and purpose, vocal production elements like volume and clarity, barriers to speaking like perceptual and emotional barriers, and techniques to improve speaking like commanding the topic, analyzing the audience and context, and feeling confident.
This document provides guidance on writing and structuring a speech. It discusses including an introduction, body, and conclusion (1). The introduction should set the tone and context, arouse interest, and preview main points (2). The body, comprising 70-80% of the speech, should develop the main idea using evidence in a clear organizational pattern like topical, sequential, or logical (3). The conclusion should summarize main points, highlight the central theme, and leave a positive impression.
This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
The document outlines 15 reading strategies: previewing, activating prior knowledge, making predictions, visualizing, understanding sequence of events, identifying main ideas and details, asking questions, paraphrasing, drawing conclusions, predicting mood in poetry, comparing and contrasting, outlining, identifying cause and effect relationships, summarizing, and synthesizing. These strategies are designed to help readers better comprehend texts by activating background knowledge, making inferences, identifying key information, and integrating new knowledge with existing understanding.
The document discusses various skills related to reading, including why reading is important for mental stimulation, empathy, learning, and stress relief. It provides tips for how to read, such as preparing a comfortable environment, actively engaging with the text, and using techniques like scanning, skimming, highlighting, and note-taking. The document also covers listening skills, writing skills, and strategies for improving reading, listening, and writing abilities.
The document provides guidance for a Toastmasters presentation on knowing your audience. It discusses variables to consider about an audience such as age, gender, occupation, education, interests, and goals. Understanding these characteristics helps a speaker tailor their message effectively. The outline covers gathering information about the audience, keeping their attention, determining what they want to know, and matching objectives. Researching the audience in advance helps speakers feel confident and engage their listeners.
Public speaking involves conveying ideas and sharing information with an audience through effective speech. It is a social and individualistic process that unites the speaker and audience. There are several key elements to effective public speaking, including developing a confident personality, crafting a clear message to motivate or inspire the audience, ensuring familiarity with the place of delivery, using aids like microphones effectively, and defining the purpose of the speech to accomplish communication goals.
This document is an introduction from an adult education guide created by the Londer Learning Center to help facilitate low-literacy adults in participating in a community-wide book reading of Fahrenheit 451. It provides an overview of literacy issues in the US, with over 20% of adults reading at a 5th grade level or below. The guide is intended to provide educators with pre-reading, during reading, and post-reading activities and materials to make reading Fahrenheit 451 more accessible for low-literacy learners, such as providing historical context, vocabulary support, and discussion questions. It also includes a table of contents outlining the various parts and activities in the guide.
The stuffed animals held a party at the library after hours, getting into mischief like putting on a puppet show, throwing a birthday party, watching TV and playing video games. They explored the library, using the computers, photocopier, and checking out the kitchen, until it was time to quiet down and sleep, dreaming of all the fun they had.
This document provides information on different types of texts and reading strategies. It discusses descriptive, narrative, expository, argumentative, and vocative texts. For each type of text, it outlines the purpose, features, examples, and language. It also provides general reading comprehension strategies like reading actively and making your own table of contents. Strategies for reading academic articles include asking questions before and during reading and taking notes. The document concludes with strategies for analyzing a reading like annotating, outlining structure, and identifying audience and purpose.
The document provides information about debate and persuasive speaking. It discusses what debate is, including that it is a discussion of opposing viewpoints intended to persuade an audience. It outlines the structure of a formal debate, including the roles of the affirmative and negative sides and the types of arguments each makes. It also gives examples of debate topics and provides guidance on developing effective speaking and reasoning skills for debates.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
The document discusses effective use of forums for online learning. It describes forums as a common place for students and instructors to share information, questions, answers, and opinions. Forums can take different forms like threaded, flat, or nested structures. The document also discusses how forums can support student-instructor and student-peer interaction through simple and enriched interactions. It outlines various forum activities and their role in constructivism, communities of practice, collaborative learning, and developing higher-order thinking skills. Suggestions are provided for motivating student participation in forums.
The document outlines the key components and steps for preparing an effective speech. It discusses including an introduction, body, conclusion, and transitions in the speech. The steps include choosing a topic, researching the topic, developing a thesis statement, organizing supporting ideas, and outlining the speech. Proper preparation is important to deliver a well-structured speech that engages the audience.
Gestures can clarify and emphasize speech, dramatize ideas, lend vitality, help with nerves, and stimulate audiences. There are descriptive, emphatic, suggestive, and prompting gestures. To gesture effectively, respond naturally to thoughts and words, suit gestures to words and occasions, make gestures convincing, smooth, and well-timed, and develop spontaneous gesturing habits by observing body language in others.
My Communication Skills instructor, Mrs. Rumessa Naqvi, gave us a lecture on how to give a presentation that is really knocks the audience out, "IN ALL THE GOOD WAYS". I noted all the points down and made this powerpoint file for the best of us all. Have a look! Boost utilitarianism.
English 104: Expository vs. Argumentativetheresa_lee
This document outlines the key differences between expository and argumentative writing. Expository writing aims to inform readers by objectively describing or explaining a topic, while argumentative writing seeks to persuade readers that the author's opinion on a debatable issue is correct by presenting evidence to support a clear thesis statement. The document provides guidance on focusing an argumentative paper on supporting an opinion using external sources, addressing counterarguments, and avoiding merely summarizing another author's claims.
The document describes several vocabulary games that can be used to teach English language learners new words:
1) Rise and Fall Definitions - Students choose between two definitions for a vocabulary word used in a sentence and stand up or sit down to indicate their choice.
2) Parade-Pause-Pair - Students mix and match vocabulary words and definitions by parading around and pairing up.
3) Four Corners - Students go to different corners of the room representing different definitions of a multiple meaning word based on the context of a sentence.
4) The Semantic Sleuth Squad - Students work in teams to define a vocabulary word used in a sentence by using context clues and word structure strategies.
This document discusses body language in public speaking. It begins by defining body language as non-verbal communication through movements, gestures and postures. It emphasizes that body language conveys confidence and authority. Several examples of bad body language are given such as turning away from the audience or fidgeting. The document then discusses elements to pay attention to like facial expressions, eye contact and gestures. It notes that body language impacts how the audience receives the message and their level of persuasion. Overall body language is an important part of effective public speaking.
The document provides tips for improving American English pronunciation. It emphasizes relaxing pronunciation and "going with the flow" rather than focusing on individual words. Specific sounds like 'ä', 'æ', and 'æo' are discussed. Rules are given for pronouncing consonants like 'T' and 'R' in a more American style. Exercises provide opportunities to practice sounds like held 'T' and silent 'L'. Overall, the document aims to help non-native speakers adopt a more natural-sounding American accent through addressing pronunciation challenges.
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
This document discusses various aspects of effective speaking. It covers topics like psycholinguistics, the four language skills, aspects that impact speaking like context and purpose, vocal production elements like volume and clarity, barriers to speaking like perceptual and emotional barriers, and techniques to improve speaking like commanding the topic, analyzing the audience and context, and feeling confident.
This document provides guidance on writing and structuring a speech. It discusses including an introduction, body, and conclusion (1). The introduction should set the tone and context, arouse interest, and preview main points (2). The body, comprising 70-80% of the speech, should develop the main idea using evidence in a clear organizational pattern like topical, sequential, or logical (3). The conclusion should summarize main points, highlight the central theme, and leave a positive impression.
This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
The document outlines 15 reading strategies: previewing, activating prior knowledge, making predictions, visualizing, understanding sequence of events, identifying main ideas and details, asking questions, paraphrasing, drawing conclusions, predicting mood in poetry, comparing and contrasting, outlining, identifying cause and effect relationships, summarizing, and synthesizing. These strategies are designed to help readers better comprehend texts by activating background knowledge, making inferences, identifying key information, and integrating new knowledge with existing understanding.
The document discusses various skills related to reading, including why reading is important for mental stimulation, empathy, learning, and stress relief. It provides tips for how to read, such as preparing a comfortable environment, actively engaging with the text, and using techniques like scanning, skimming, highlighting, and note-taking. The document also covers listening skills, writing skills, and strategies for improving reading, listening, and writing abilities.
The document provides guidance for a Toastmasters presentation on knowing your audience. It discusses variables to consider about an audience such as age, gender, occupation, education, interests, and goals. Understanding these characteristics helps a speaker tailor their message effectively. The outline covers gathering information about the audience, keeping their attention, determining what they want to know, and matching objectives. Researching the audience in advance helps speakers feel confident and engage their listeners.
Public speaking involves conveying ideas and sharing information with an audience through effective speech. It is a social and individualistic process that unites the speaker and audience. There are several key elements to effective public speaking, including developing a confident personality, crafting a clear message to motivate or inspire the audience, ensuring familiarity with the place of delivery, using aids like microphones effectively, and defining the purpose of the speech to accomplish communication goals.
This document is an introduction from an adult education guide created by the Londer Learning Center to help facilitate low-literacy adults in participating in a community-wide book reading of Fahrenheit 451. It provides an overview of literacy issues in the US, with over 20% of adults reading at a 5th grade level or below. The guide is intended to provide educators with pre-reading, during reading, and post-reading activities and materials to make reading Fahrenheit 451 more accessible for low-literacy learners, such as providing historical context, vocabulary support, and discussion questions. It also includes a table of contents outlining the various parts and activities in the guide.
The stuffed animals held a party at the library after hours, getting into mischief like putting on a puppet show, throwing a birthday party, watching TV and playing video games. They explored the library, using the computers, photocopier, and checking out the kitchen, until it was time to quiet down and sleep, dreaming of all the fun they had.
The document describes 8 problems from an exam on semiconductors. Problem 1 calculates the quantity of metals extracted from various minerals per metric ton. Problem 2 determines film thicknesses and vapor requirements for solid-solid reactions forming InSb, CuSbS2, and CuInSe2. Problem 3 proposes emission lines that could be observed in EDS spectra of the reactants and products. Problem 4 estimates missing values in the reaction Cu + Fe + 2S → CuFeS2 and sketches the expected XRD pattern.
On 13 February 2017, the Urban Transformations programme, funded by the Economic and Social Research Council (ESRC), brought together a range of academics and practitioners from across Europe for a knowledge exchange event on urban living labs and smart cities. The University of Oxford convened the event, working with the European Regions Research & Innovation Network (ERRIN) and the workshop took place at one of ERRIN’s members, the Delegation of the Basque Country to the EU. This was the second in a series entitled Bridging European Urban Transformations established in partnership with the VUB (Vrije Universiteit Brussel) and its Brussels Centre for Urban Studies. In this post-Brexit era, cooperation across borders and disciplines seems more important than ever before. Consequently the series, which runs from November 2016 to October 2017, emphasises the value of connections between institutions and key players in the field of urban transformations in the UK and in the rest of Europe.
Este documento describe diferentes tipos de memoria RAM, incluyendo SDR, DDR, DDR2, DDR3 y DDR4. SDR fue la primera especificación publicada en 2000. DDR mejoró el ancho de banda al transferir datos en ambas direcciones en un ciclo. DDR2 transfiere 4 bits por ciclo, duplicando la velocidad nominal. DDR3 tiene 240 pines y es físicamente incompatible con DDR2. DDR4 fue lanzada en 2014 junto con nuevos chipsets y placas base, y también se usa en teléfonos m
Este documento presenta una breve lista de tres elementos: una descripción del análisis explícito de los métodos de razonamiento, una indicación de que dicho análisis fue utilizado primeramente en la antigua China, la antigua India y la antigua Grecia, y los nombres de tres personas.
La Corte Penal Internacional tiene como objetivo evitar la impunidad de los crímenes más graves como el genocidio, los crímenes de lesa humanidad, los crímenes de guerra y el crimen de agresión. La Corte es permanente y subsidiaria a la jurisdicción nacional, juzgando sólo cuando los tribunales nacionales no tienen la capacidad o voluntad de hacerlo. La Corte define estos crímenes y establece que tiene jurisdicción cuando se cometen en territorio de un Estado miembro o si el Estado no miembro a
El presente trabajo presenta la posibilidad de instalación de una central generadora a base de energía fotovoltaica, con un presupuesto inicial de $1, 000,000.00 (un millón) USD, en el trabajo se abarcan los siguientes puntos:
• La ubicación de la central en México.
• El tipo de terreno en el que se instalara.
• El tipo de tecnología que utilizara la planta para producir energía eléctrica.
• El acceso a las líneas de transmisión.
• El tiempo de desarrollo de la planta.
• El presupuesto con base en los costos iniciales.
• Los permisos que deberá obtener como central generadora.
• El precio de venta de la energía.
• El costo de operación.
A Axyon é uma distribuidora especializada nos segmentos de segurança, TI, telecom e automação predial que possui mais de 1.200 revendedores ativas em todo o Brasil. A empresa oferece treinamentos para parceiros e possui um portfólio completo de produtos e soluções nas áreas de segurança, telecom, rede/infraestrutura e automação predial. A Axyon tem cobertura nacional e capacidade para atender projetos de grande porte em diversos setores.
Waianae rescue dogs 40 and under 2.14.17Suzy M. Tam
This document lists 10 rescue dogs available from Waianae that are 40 pounds or under. It provides each dog's ID number, gender, and weight, with weights ranging from 11 to 36 pounds. The majority of the dogs listed are between 15 to 35 pounds.
Las ciencias naturales y experimentales estudian los fenómenos naturales a través de la observación y experimentación. Incluyen disciplinas como la física, la química, la biología y la geología. Estas ciencias utilizan el método científico para formular y probar hipótesis mediante experimentos y observaciones sistemáticas.
La Academia de Matemáticas es una institución dedicada a la enseñanza y el estudio de las matemáticas. Ofrece cursos para estudiantes de diferentes niveles en temas como álgebra, geometría, cálculo y estadística. Su objetivo es promover el aprendizaje y el avance de las matemáticas a través de la educación.
Heidy Juliana Archila es el nombre de una persona y Murcia1102 parece ser algún tipo de identificador o código asociado con esa persona. El documento proporciona muy poca información sobre el tema.
Presentación Informe Anual ONU Derechos Humanos Colombia año 2016difusionhchr
El documento resume las actividades de la Oficina del Alto Comisionado de las Naciones Unidas para los Derechos Humanos en Colombia en 2016, incluyendo su trabajo para apoyar la implementación del Acuerdo de Paz, proteger a los defensores de derechos humanos, y promover los derechos económicos, sociales y culturales de las comunidades afectadas por el conflicto.
O documento resume três julgados do STF sobre Direito Processual Penal e Direito Administrativo. No primeiro caso, o Plenário negou provimento a agravo regimental em reclamação sobre prisão preventiva. No segundo caso, a Segunda Turma negou provimento em reclamação sobre foro por prerrogativa de função. No terceiro caso, o STF entendeu que a aposentadoria compulsória não se aplica a titulares de serventias judiciais não estatizadas.
Einstiegsreferat an der ICT Kadervernetzung 2017 in Wil zum Thema CSUnplugged. Wie kann die Informatik ohne Computer an der Schule unterrichtet werden?
This document provides an overview of the assignments due this week for a class discussing Sandra Cisneros' book "The House on Mango Street". Students are to read 5 chapters per day, write a biopoem, a 5 paragraph essay arguing whether the main character would prefer being a homeowner or tenant, and a research project analyzing Hispanic populations in different states. They also must create a digital presentation of their life. Rubrics for two assignments are available, and all assignments are due by the end of the week on Friday.
This document outlines the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase reading achievement and address the needs of talented readers. It discusses three phases: Phase 1 exposes students to a wide range of books and employs questioning to engage students. Phase 2 involves supported independent reading with individual conferences. Phase 3 allows student-directed explorations through interest-based activities. The goal is to encourage joyful, challenging, and self-directed reading through choice, skill development, and creative opportunities that develop students' interests.
This document discusses strategies for engaging reluctant readers in urban classrooms. It begins by reviewing data that shows achievement gaps in reading proficiency between white, black, and Hispanic students. It then discusses the differences between struggling and reluctant readers, with reluctant readers needing motivation to actually read. The document proposes several strategies to engage reluctant readers, including getting interesting books into students' hands, allowing for differentiated instruction and multimodal learning, providing support for struggling readers, and promoting recreational reading. It suggests that books for reluctant readers have catchy covers, exciting artwork, engaging characters and plots, and themes appealing to teenagers. The goal is to help motivate urban students to read.
American Ways An Introduction To American Culture Fourth Edition Teacher S Ma...Dereck Downing
This document provides an introduction and instructions for using a teacher's manual that accompanies the textbook "American Ways: An Introduction to American Culture, Fourth Edition". It discusses why teaching culture is important in language classes, what aspects of culture should be taught, and potential goals. It also outlines an activity called "shapes" that can be used to introduce cultural differences and get students discussing their experiences in groups.
American Ways Teacher S Manual With Answer Key OnlineWendy Hager
This document provides an introduction and instructions for using a teacher's manual that accompanies the textbook "American Ways: An Introduction to American Culture, Fourth Edition". It discusses the benefits of teaching culture in language classes, defines what aspects of culture are most relevant, and outlines goals and challenges. It also describes an icebreaker activity called "shapes" to help students understand how cultural similarities and differences can influence group formation.
The power of reading in the second languageBIZ University
The document discusses strategies for getting students interested in reading in a second language. It provides evidence that extensive reading leads to improved second language acquisition. Sustained silent reading programs have been shown to improve student performance across multiple skills. The document recommends choosing interesting reading materials, focusing on pleasure over tests, and integrating reading with other activities to motivate students.
This document outlines the objectives and content of a seminar on spoken language and exploratory talk. It includes learning objectives around children's language development, key research on speaking and listening, and the role of the teacher in facilitating exploratory talk. The seminar schedule is provided, along with assignments on using exploratory talk to support reading comprehension. Background is given on exploratory talk, including definitions and characteristics. Examples of exploratory talk and ground rules are discussed.
Successful language learners — who are they? What is it that makes some students into fluent and confident users of English while others are struggling to wrap their heads around it?
In my talk I am going to argue that while dedication, effort, and motivation are all very important, it is our learning habits that help us become successful language learners and achieve our learning goals. Moreover, together we will link good learning habits to learner autonomy.
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House on Mango Street Adult Education Guide 2008
1. Londer Learning Center
Multnomah County
Department of Community Justice
The House on Mango Street
Adult Education Guide
Everybody Reads
Multnomah County Library
2. Fahrenheit 451 – Adult Education Guide – Introduction
2005
Donald H. Londer Center for Learning
Department of Community Justice, 421 SW 5th
Ave, 4th floor
Portland, OR 97204 (503) 988-3466
3. The House on Mango Street – Adult Education Guide – Contents Page 1
IntroductionIntroduction
A deep look at literacy issues in the United States reveals some
alarming trends: According to the National Institute for Literacy, more than
20% of adults in the United States read at or below a 5th
grade level. Forty-
four percent of adults in the United States do not read one book in the
course of a year. Given these statistics, how can we include low-level or
reluctant adult readers in a community book reading project?
With hopes of facilitating the inclusion of low-level adult readers in
the 2005 Everybody Reads project, staff at Multnomah County’s Londer
Learning Center, a unit of the Department of Community Justice, have
created this Adult Education Guide. The Londer Learning Center serves
adults who are on probation, parole or in drug/alcohol treatment programs.
Most of our adult basic education or GED students have reading difficulties
and/or learning disabilities. Many have never read a book in their adult lives;
65% read below a 8th
grade level.
To make the task of reading a book easier for these readers, as well
as low-literate adults in the greater community, this Adult Education Guide
provides adult educators, literacy tutors and English as a Second Language
instructors with tips and techniques, worksheets and websites. We believe
that with some planning and access to background materials, Multnomah
County adults, who are low-level readers, will be able to participate fully in
the 2005 Everybody Reads community book reading project.
Carole Scholl
Lead instructor:
Adult Basic Skills
and English as a
Second Language
Brenda Scotton
Adult Basic Skills
and GED instructor
Cheyenne Tuller
Adult Basic Skills
and GED instructor
Donald H. Londer Center for Learning
Department of Community Justice, 421 SW 5th
Ave, 4th floor
Portland, OR 97204 (503) 988-3466
4. The House on Mango Street – Adult Education Guide – Contents Page 2
Table of Contents
Part I – Recommendations, Page 3
Literary Genres
Author Background: Introduction to Cisneros
Part II – Vocabulary by section, Page 8
Book Cover
Section 1: Identity, Book pages 3-11
Section 2: Friendship, Neighborhood, Home, Book pages 12-25
Section 3: Freedom and Entrapment, Book pages 26-38
Section 4: Growth and Maturity, Book pages 39-55
Section 5: Gender Roles, Expectations, Book pages 56-73
Section 6: Fitting In, Book pages 75-87
Section 7: Escape from Reality, Book pages 88-102
Section 8: Accepting One’s Cultural Roots, Book pages 103-110
Part III – Progress Reports by section, Page 18
Section 1: Identity, Book pages 3-11
Section 2: Friendship, Neighborhood, Home, Book pages 12-25
Section 3: Freedom and Entrapment, Book pages 26-38
Section 4: Growth and Maturity, Book pages 39-55
Section 5: Gender Roles, Expectations, Book pages 56-73
Section 6: Fitting In, Book pages 75-87
Section 7: Escape from Reality, Book pages 88-102
Section 8: Accepting One’s Cultural Roots, Book pages 103-110
Part IV – Activities by theme, Page 34
Group Activities, Page 34
Story Elements, Page 36
Identity, Fitting In, Diversity, Page 38
Neighborhoods, Home, Community, Page 45
Exploring Poverty (GED Social Studies), Page 49
Domestic Violence, Page 54
Donald H. Londer Center for Learning
Department of Community Justice, 421 SW 5th
Ave, 4th floor
Portland, OR 97204 (503) 988-3466
5. The House on Mango Street – Adult Education Guide Recommendations- P. 3
Part I – RecommendationsPart I – Recommendations
Pre-reading activities that facilitate the understanding
of concepts, activate interest and/or learner’s background
knowledge can make all the difference in the success of a
reading task. The House on Mango Street is an excellent catalyst for
discussions of many issues that affect our students: poverty, discrimination,
class differences, etc. Having students tell their own stories, using the text
as a model, can be tremendously empowering. For activity ideas, see Part IV
of this guide, as well as the Literary Genres, and Sandra Cisneros biography
activities on the following pages.
Mango Street themes To help use the book in a classroom setting,
we’ve divided the book into eight broad themes. Keep in mind, however, that
this book doesn’t have to be read chronologically. Themes we have chosen
include: 1, Identity; 2, Friendship, Neighborhood, Home; 3, Freedom
and Entrapment; 4, Growth and Maturity; 5, Gender Roles,
Expectations; 6, Fitting In; 7, Escape from Reality; 8, Accepting One’s
Cultural Roots.
Learning disabled students The task of the adult basic skills educator
is to present reading materials in an accessible manner for low-literate
readers or learners with reading disabilities, such as dyslexia. Printed
material should not look too dense--use graphics and large type as much as
possible-- and print out worksheets on colored paper.
Use strategy If you’re limited in time, you could read excerpts from
the book instead of tackling the whole text, or show film clips and read
around these clips. For low-level readers who suffer from reading
disabilities, audio cassettes are a great help. Reading along while hearing the
story takes a lot of stress out of the work of reading. Be prepared also to
discuss new vocabulary, or have some means for students to record new
words but don’t let students get hung up on difficult vocabulary. Finally,
checking in frequently about various elements of the story can help with
focus and staying on task.
6. The House on Mango Street – Adult Education Guide Recommendations- P. 4
LITERARY GENRES
1. Bring in examples of different types of books: fiction, non-fiction,
science fiction, or mystery. Ask students to explain the differences
between these types of books. Find out what types of books they
most like to read.
AUTHOR BACKGROUND:
INTRODUCTION TO CISNEROS
1. Find a simple biography of Cisneros.
2. Hand out copies and have students take turns reading.
3. Then hand out copies with key words omitted.
4. Students fill in missing words from word bank.
5. Follow with a general discussion of Cisneros’s life.
6. Fill out the biography web on the next page.
7. For more advanced readers: Read the Cisneros biography in the
discussion guide, or a more in-depth biography such as those on
popular Cisneros websites:
http://www.gradesaver.com/ClassicNotes/Authors/about_sandra_cis
neros.html, and http://www.sandracisneros.com/html/about/bio.html.
Fill out the biography web on the next page.
8. Find photos of Cisneros through her life (such as from the above web
sites), and have students arrange the photos of her in order, guessing
the dates.
9. Discuss key points of Cisneros’s life. How would students describe the
life of a writer?
10. Do a timeline of Cisneros’s life.
11. Read the interview with Cisneros printed in the discussion guide. One
student can be Cisneros with the others being interviewers. Students
then write other questions they’d like to ask Cisneros.
7. The House on Mango Street – Adult Education Guide Recommendations- P. 5
Biography Web for Sandra Cisneros
Sandra Cisneros
What’s she look like?
What’s her educational
background?
What’s her job? What does she write
about?
Where and when did she
write The House on
Mango Street?
What other books did
she write?
8. The House on Mango Street – Adult Education Guide - Page. 6
VOCABULARY Teaching Techniques
Student Vocabulary List
1. Students underline words they don’t understand as they read.
2. Teacher makes a list on the board.
3. Students add words to on-going vocabulary list.
4. Teacher gives simple definition for word, which students copy.
5. Students pick 2-3 words and discuss.
6. Students write sentences with their favorite words.
7. Follow up/review activity:
Word Jeopardy
1. Students select words from the list, or select words as they read.
2. Students make word cards with definitions using the dictionary – on the back
of the index card they write:
a. the word in syllable parts
b. the definition in their own words (not in “dictionary speak”)
c. the word used in a sentence
d. optional: synonym and antonym
3. Students form teams, come to front, and quiz each other using the cards
4. Rules: There are 5 points per word: 1 for pronunciation, 1 for number of
syllables, 1 for definition, 1 for sentence, 1 for spelling the word on the board.
The rest of the class acts as judges. The teacher only records team scores on
the board.
Vocabulary Games
Make learning fun with vocabulary crosswords and word searches.
This website has free and easy-to-use puzzle making tools:
http://puzzlemaker.school.discovery.com/
9. The House on Mango Street – Adult Education Guide - Page. 7
Vocabulary Words by Section—
A 3-part learning project:
Assignment #1: Match the words on the vocabulary lists to the
definitions.
Assignment #2: Write each vocabulary word in a sentence.
Teacher will specify the method:
1. Individual, partner, or team
2. Students write on notepaper to be turned in or write on board
to present to classmates
Assignment #3: Prepare for Spelling!
Teacher will specify the method:
1. Spelling Quiz
Students study then write words that are dictated to them.
or
2. Word Jeopardy Spelling*
*Divide class into two teams.
Each team chooses a “scribe” who goes to the board.
Each team takes turns giving a vocabulary word to the
scribe of the other team to spell on the board.
The team with the most correct words wins.
or
3. Both!
10. The House on Mango Street – Adult Education Guide - Page. 8
HOUSE ON MANGO STREET VOCABLUARY
PRE-READING: DUST JACKET/BOOK COVER
Assignment #1: Match the following words with their definitions.
1.____ vignette a. giving off light
2.____ eloquence b. deeply moving, touching the feelings
3.____ canon c. praised
4.____ harsh d. a short writing designed to give the reader
a mental picture
5.____ luminous e. a shade of difference
6.____ subtle f. a person of Spanish speaking origin
7.____ rapture g. speaking with ease and force
8.____ poignant h. disagreeably rough, painful
9.____ nuance i. spiritual or emotional ecstasy
10.___ Latino j. an official or authoritative list
11.___ acclaimed k. hardly noticeable
11. The House on Mango Street – Adult Education Guide - Page. 9
HOUSE ON MANGO STREET VOCABULARY
Section One: Self Definition and Identity p. 3-11
Assignment #1: Match the following words with their definitions.
1. ____crumbling a. to keep apart; to sort
2. ____swollen b. continuing in the same
direction without curves
3. ____ordinary c. all existing things
4. ____laundromat d. to receive from an
ancestor or another person
5. ____temporary e. falling apart
6. ____straight f. a branched fixture that
holds a number of bulbs
7. ____separate g. increased in size
8. ____universe h. the parts of a word that
form sounds
9. ____responsibility i. common, everyday
10. ____chandelier j. a place to wash/dry
clothes
11. ___inherit k. short term; not permanent
12. ___syllables l. a person’s duty to take care of
someone or something
12. The House on Mango Street – Adult Education Guide - Page. 10
HOUSE ON MANGO STREET VOCABULARY
Section Two: Friendship, Neighborhood, Home p. 12-25
Assignment #1: Match the following words with their definitions.
1.___especially a. a woman who dances ballet
2.___raggedy b. awkward; without skill or grace
3.___dangerous c. moving in a hurry; mixing
together in confusion
4.___laugh d. particularly
5.___refrigerator e. A musical instrument that consists of
49-52 bars arranged on a
frame like the keys of a piano. Bars are struck
with mallets. Sounds are amplified by metal
tubes beneath each bar.
6. ___aisles f. risky
7. ___ballerina g. a happy noise
8. ___marimba h. tattered, sloppy
9. ___clumsy i. an appliance that maintains a
cool temperature
10.___scrambling j. passageways between rows
13. The House on Mango Street – Adult Education Guide - Page. 11
HOUSE ON MANGO STREET VOCABULARY
Section Three: Freedom and Entrapment pp. 26-38
Assignment #1: Match the following words with their definitions.
1.____pregnant a. a building with special exhibits
2.____moustache b. recall; bring to mind
3.____cigarette c. a rain cloud
4.____neighborhood d. beans
5.____dangle e. carrying a developing fetus
6.____museum f. hair above the lip
7.____tortilla g. tobacco wrapped in paper
8.____different h. a housing area
9.____remember i. hang loosely
10.___cumulus j. flat, pancake-shaped bread
11.___nimbus k. unlike; distinct from others
12.___frijoles l. a dense, white, fluffy cloud
14. The House on Mango Street – Adult Education Guide - Page. 12
HOUSE ON MANGO STREET VOCABULARY
Section Four: Growth and Maturity, Sexuality pp. 39-55
Assignment #1: Match the following words with their definitions.
1.___strutted a. yelled
2.___jealous b. rising and falling sound pattern
3.___canteen c. the right to give and enforce commands
4.___anemic d. the largest selling laundry bar soap in the early 20th
century when clothes were wash-by hand; also used for
gardening (fertilizer and insect control), poison ivy,
5.___hollered e. 1. ballroom dance of Dominican Republic and
Haitian folk origin characterized by sliding steps 2. salsa-
style fast-tempo
music for this dance
6.___plunger f. place on a car that causes it to start
7.___naphtha g. hostile towards a rival, envious
8.___authority h. lack of vitality, pale skin, low red blood cells
9.___rhythm i. store
10.__merengue j. a device with a rubber suction cup on
a handle
11.__ignition k. walked stiffly or proudly
Spanish words/phrases: trembleque= a person who trembles or an
earthquake
House on Mango Street Vocabulary
15. The House on Mango Street – Adult Education Guide - Page. 13
Section 5: Gender Roles and Expectations pp. 56-73
Assignment #1: Match the following words with their definitions.
1.____crumples a. a place that houses books
2.___ babushka b. money
3.____disease c. the act of rolling head over heels
4.____capsule d. falls in on itself
5.___ library e. a punctuation mark
6.____ashamed f. headscarf
7.____currency g. illness
8.____daughter h. a pill with a jelly-like coating
9.____cockroach i. Feeling guilty
10.___somersault j. a girl child
11.___apostrophe k. an insect which is a household pest
Spanish words/phrases: abuelito=grandfather
chamclas=shoes/slippers
esta muerto=is dead
los espiritus=the spirits
cumbias=a dirty/scandalous dance
rancheras=another type of dance
HOUSE ON MANGO STREET VOCABULARY
16. The House on Mango Street – Adult Education Guide - Page. 14
Section Six: Fitting In pp. 75-87
Assignment #1: Match the following words with their definitions.
1.____ ferocious a. dark pink color
2.____ disgusted b. a tall perennial herb widely grown for its
showy flowers
3.____ hysterical c. plants that continue to live from year to
year
4.____ suede d. fierce, savage
5.____ squeak e. a tropical tree with large yellow black-
seeded, edible fruit
6.____ grumble f. offended by
7.____ fuchsia g. leather or fabric with a soft downy surface
8.____ hollyhocks h. complain
9.____ papaya i. uncontrolled fear or emotion
10.___ perennial j. unpleasant noise
17. The House on Mango Street – Adult Education Guide - Page. 15
Section Six: Fitting In pp. 75-87
Spanish words/phrases: mamacita= little woman
mamasota = “Big mama” emphasizing the woman’s
obesity
cuando? = when?
Ay, caray! = an expression of exasperation,
something like “Darn it!” or “Oh, for heaven’s
sakes!”
Rapunzel = a princess in a fairy tale of European
origin, imprisoned by a witch; her hair is very long,
and the prince who comes to call on her climbs up
to her tower by means of her hair
18. The House on Mango Street – Adult Education Guide - Page. 16
HOUSE ON MANGO STREET VOCABULARY
Section Seven: Escape From Reality pp. 88-102
Assignment #1: Match the following words with their definitions.
1.____ twangy a. authorization
2.____ hibiscus b. with partially closed or crossed eyes
3.____ threshold c. nasal speech, a harsh sound
4.____ velvety d. floor covering
5.____ scarred e. an herb, shrub, or tree with large
showy flowers
6.____ permission f. smooth, soft
7.____ porcelain g. marked by injury
8.____ cockscombs h. the sill of a door
9.____ squinty i. frilly scarlet, gold, and yellow flowers
18-24 inches tall, grows in full sun
10.___ linoleum j. a kind of ceramic
Spanish word: comadres= friends
HOUSE ON MANGO STREET VOCABULARY
19. The House on Mango Street – Adult Education Guide - Page. 17
Section Eight: Accepting One’s Cultural Roots pp. 103-110
Assignment #1: Match the following words with their definitions.
1.____ trudge a. in at one side and out at the opposite
side
2.____ petunia b. picture
3.____ through c. color made by mixing red and blue
4.____ blue-veined d. to walk steadily and with effort
5.____ complain e. people who drop by to talk
6.____ photograph f. a spice
7.____ remember g. to bring to mind or think of again
8.____ visitors h. purple
9.____ purple i. when blood vessels can be seen under the
skin
10.___ cinnamon j. to express discontent
Spanish word: esperanza = hope
20. The House on Mango Street – Adult Education Guide - Page. 18
Reading Progress Report Section #1
Identity, p. 3-11
Comprehension – Give the main idea of the section
1. What happened in this section?
2. What does the narrator dream about?
3. What does the narrator’s name mean?
Quotations – Explain what each quotation meant to you
4. “The boys and the girls live in separate worlds.”
5. “I would like to baptize myself under a new name, a name more like the real me.”
Themes – Explain the theme of this section
6. What does identity mean to Esperanza?
7. How does your identity connect with your own life?
Setting
8. Use three words to describe the setting of this section. Where does it take place?
How does it feel?
Characters – Fill out the following chart for the characters you met in this section
Name of
Character
Your Description Metaphor Used by Cisneros
21. The House on Mango Street – Adult Education Guide - Page. 19
9. What is one new thing you learned about the main character (Esperanza)?
Your own opinion – Give your own response to the following question
10. If you could change your name, would you? Why or why not?
22. The House on Mango Street – Adult Education Guide - Page. 20
Reading Progress Report Section #2
Friendship, Neighborhood, Home, p 12-25
Comprehension – Give the main idea of the section
1. What happened in this section?
2. How long does Cathy say she’ll be friends with
Esperanza?
3. What happens with the bike?
Quotations – Explain what each quotation meant to you
4. “Nenny and I don’t look like sisters…not right away.”
5. “Apples, peaches, pumpkin pah-ay. You’re in love and so am ah-ay.”
Themes – Explain the theme of this section
6. What does friendship mean to Esperanza?
7. How does your friendship connect with your own life?
Setting
8. Use three words to describe the setting of this section. Where does it take place?
How does it feel?
23. The House on Mango Street – Adult Education Guide - Page. 21
Characters – Fill out the following chart for the characters you met in this section
Name of
Character
Your Description Metaphor Used by Cisneros
9. What is one new thing you learned about the main character (Esperanza)?
Your own opinion – Give your own response to the following question
10. Describe a good day with your friends.
24. The House on Mango Street – Adult Education Guide - Page. 22
Reading Progress Report Section #3
Freedom, Entrapment p. 26-38
Comprehension – Give the main idea of the section
1. What happened in this section?
2. How do outsiders view Esperanza’s neighborhood?
3. What wise thing did Darius say?
Quotations – Explain what each quotation meant to you
4. “All brown all around, we are safe.”
5. “You can never have too much sky.”
Themes – Explain the theme of this section
6. What does freedom mean to Esperanza?
7. How does your freedom connect with your own life?
Setting
8. Use three words to describe the setting of this section. Where does it take place?
How does it feel?
25. The House on Mango Street – Adult Education Guide - Page. 23
Characters – Fill out the following chart for the characters you met in this section
Name of
Character
Your Description Metaphor Used by Cisneros
9. What is one new thing you learned about the main character (Esperanza)?
Your own opinion – Give your own response to the following question
10. What part of nature do you like best?
26. The House on Mango Street – Adult Education Guide - Page. 24
Reading Progress Report Section #4
Growth, Maturity p. 39-55
Comprehension – Give the main idea of the section
1. What happened in this section?
2. What happens with the high-heel shoes?
3. Why does Esperanza want to eat in the canteen?
Quotations – Explain what each quotation meant to you
4. “Until I forget that I am wearing only ordinary shoes, brown and white.”
5. “She is too many light-years away. She is in a world we don’t belong to anymore.”
Themes – Explain the theme of this section
6. What does growth mean to Esperanza?
7. How does growth connect with your own life?
Setting
8. Use three words to describe the setting of this section. Where does it take place?
How does it feel?
27. The House on Mango Street – Adult Education Guide - Page. 25
Characters – Fill out the following chart for the characters you met in this section
Name of
Character
Your Description Metaphor Used by Cisneros
9. What is one new thing you learned about the main character (Esperanza)?
Your own opinion – Give your own response to the following question
10. How are people judged by the clothes they wear?
28. The House on Mango Street – Adult Education Guide - Page. 26
Reading Progress Report Section #5
Gender Roles, Expectations p 56-73
Comprehension – Give the main idea of the section
1. What happened in this section?
2. Why does Esperanza’s father cry?
3. Why does Esperanza believe she was born bad?
Quotations – Explain what each quotation meant to you
4. “You must keep writing. It will keep you free.”
5. “Everything is l holding its breath inside me. Everything is waiting to explode like
Christmas.”
Themes – Explain the theme of this section
6. What does gender mean to Esperanza?
7. How does gender connect with your own life?
Setting
8. Use three words to describe the setting of this section. Where does it take place?
How does it feel?
29. The House on Mango Street – Adult Education Guide - Page. 27
Characters – Fill out the following chart for the characters you met in this section
Name of
Character
Your Description Metaphor Used by Cisneros
9. What is one new thing you learned about the main character (Esperanza)?
Your own opinion – Give your own response to the following question
10. What’s the difference between a house and a home?
30. The House on Mango Street – Adult Education Guide - Page. 28
Reading Progress Report Section #6
Fitting In, p 75-87
Comprehension – Give the main idea of the section
1. What happened in this section?
2. Who is Sally?
3. What is Esperanza’s father’s job?
Quotations – Explain what each quotation meant to you
4. “Her father says to be this beautiful is trouble.”
5. “She is always sad like a house on fire.”
Themes – Explain the theme of this section
6. What does fitting in mean to Esperanza?
7. How does fitting in connect with your own life?
Setting
8. Use three words to describe the setting of this section. Where does it take place?
How does it feel?
31. The House on Mango Street – Adult Education Guide - Page. 29
Characters – Fill out the following chart for the characters you met in this section
Name of
Character
Your Description Metaphor Used by Cisneros
9. What is one new thing you learned about the main character (Esperanza)?
Your own opinion – Give your own response to the following question
10. Do you think people can overcome a difficult childhood?
32. The House on Mango Street – Adult Education Guide - Page. 30
Reading Progress Report Section #7
Escape from Reality, p 88-102
Comprehension – Give the main idea of the section
1. What happened in this section?
2. What is the Monkey Garden?
3. What is Sally’s marriage like?
Quotations – Explain what each quotation meant to you
4. “I was a smart cookie then.”
5. “She says she is in love, but I think she did it to escape.”
Themes – Explain the theme of this section
6. What does escape mean to Esperanza?
7. How does escape connect with your own life?
Setting
8. Use three words to describe the setting of this section. Where does it take place?
How does it feel?
33. The House on Mango Street – Adult Education Guide - Page. 31
Characters – Fill out the following chart for the characters you met in this section
Name of
Character
Your Description Metaphor Used by Cisneros
9. What is one new thing you learned about the main character (Esperanza)?
Your own opinion – Give your own response to the following question
10. When is the best time for people to get married?
34. The House on Mango Street – Adult Education Guide - Page. 32
Reading Progress Report Section #8
Accepting Cultural Roots, p 103-110
Comprehension – Give the main idea of the section
1. What happened in this section?
2. Why does Esperanza like Alicia?
3. What are Esperanza’s plans?
Quotations – Explain what each quotation meant to you
4. “Like it or not you are Mango Street.”
5. “They will not know I have gone away to come back.”
Themes – Explain the theme of this section
6. What does home mean to Esperanza?
7. How does home connect with your own life?
Setting
8. Use three words to describe the setting of this section. Where does it take place?
How does it feel?
35. The House on Mango Street – Adult Education Guide - Page. 33
Characters – Fill out the following chart for the characters you met in this section
Name of
Character
Your Description Metaphor Used by Cisneros
9. What is one new thing you learned about the main character (Esperanza)?
Your own opinion – Give your own response to the following question
10. How does where you grew up influence your life?
36. The House on Mango Street – Adult Education Guide - Page. 34
Part IV – ActivitiesPart IV – Activities
RECOMMENDATIONS
The following are just a few recommended activities that will encourage
connecting the book to learners’ lives.
GROUP ACTIVITIES
1. Attend community events sponsored by the Everybody Reads program.
2. Put on a play of key scenes.
3. Invite immigrants in your community for a group reading and/or discussion.
4. Ask the experts: A collaborative group activity
Divide students into groups to explore these different topics. Optional
artwork, too! Have groups present their findings to the class.
GROUP 1
1. Describe Esperanza. What does she look like? What does she think about? Is
she happy?
2. What are Esperanza’s hopes and dreams?
GROUP 2
1. Describe Esperanza’s family. Are they happy? Are they hopeful?
2. What dreams do Esperanza’s parents have for their children?
GROUP 3
1. Describe the house on Mango Street.
2. Describe the neighborhood. What people live there? Are they rich or poor?
Are they happy?
37. The House on Mango Street – Adult Education Guide - Page. 35
ESSAY QUESTIONS or GROUP WORK
Agree or disagree? Discuss in a group or write a paragraph discussing whether you
agree or disagree with the following statements.
1. Dreams that can’t come true aren’t worth having.
2. There’s more to a person than their name.
3. You can’t escape from your childhood.
4. Take every day as it comes, finding happiness where you can.
5. Home is where the heart is.
6. Society has a responsibility to take care of children.
7. People should not be judged by what they wear.
8. A house is different from a home.
9. Everyone wants to escape from their hometown.
10. If you’re told you’re bad your whole life, you’ll probably turn out bad.
11. We are all waging “quiet wars.”
12. Boys and girls live by different standards.
13. You can tell a lot about a person by their friends.
14. It’s okay to get married young.
15. We all have a responsibility to our own community.
38. The House on Mango Street – Adult Education Guide - Page. 36
STORY ELEMENTS: GETTING TO KNOW CHARACTERS
1. Post the names of the major characters. What words describe the characters.
Add new words to this list while you read.
2. Who said it? Write the name of the character next to the quote.
“I am one who leaves the table like a man,
without putting back the chair or picking up
the plate.”
“I was a smart cookie then.”
“You want a friend. Okay, I’ll be your
friend. But only till next Tuesday.”
“He never hits me hard.”
“I would like to baptize myself under a new
name, a name more like the real me.”
39. The House on Mango Street – Adult Education Guide - Page. 37
Character Web
________________________
Character name
What’s he/she look like? Where does he/she live?
What does he/she like
to do?
What does he/she
care about?
What problem does this
character have?
What words describe
him/her?
40. The House on Mango Street – Adult Education Guide - Page. 38
Activities for themes:
Identity, Fitting In, Diversity
“I would like to baptize myself under a new name,
a name more like the real me,
the one nobody sees.” –Esperanza, My Name, p. 11
Rationale: These activities will challenge students to think of about identity, as
well as the environment that may have helped shape who they are.
Chapters Activities
(use with any chapters)
The House on Mango Street Stage Names
Hairs Name Poems
My Name Poetry and Identity
No Speak English Mind Maps
Beautiful and Cruel Immigration charts and graphs
Also see these websites:
www.rethinkingschools.org
www.teachingtolerance.org
41. The House on Mango Street – Adult Education Guide - Page. 39
ACTIVITIES:
STAGE NAMES: This activity quickly breaks the ice and easily opens a discussion of
names and identity. On a small paper or index card:
1. Write the name of a pet they had as a kid. That will be their first name.
2. Write the name of a street they lived on when they were younger. That will be
their last name.
3. Collect the papers. As a group, try to guess who has which stage name.
4. Follow up with a discussion of “names” and nicknames.
Are you named after anyone or anything? Who? Why?
Does your name “fit” you? Why? Why not?
USING POETRY TO EXPLORE IDENTITY
GED connection: inference and detail in poetry, exploring the writing process. For
more GED practice, see poetry by Nikki Giovanni and Langston Hughes.
Teaching notes:
An age or name “poem teaches students some basic facts about poetry—the
power of specifics and repeating lines—two writing tools they can carry over into essay
and narrative writing. And it teaches them to collect “evidence” prior to writing, sort
their details, select the best ones, and then shape their poem through the use of a
repeating line. After reading…several student poems, we talk about what we learn
about the poets by looking at what they valued, what was important enough for them to
include in a poem. We also look at the kinds of details the poets used—the names of
family members, teachers, games they played…” --Linda Christensen, The Age Poem:
Building a Community of Trust. Rethinking Schools Vol. 17:1, page 6.
Linda Christensen is the Language Arts coordinator for Portland Public Schools and the author of
Reading, Writing and Rising Up: Teaching about Social Justice and the Power of the Written
Word. See: www.rethinkingschools.org
42. The House on Mango Street – Adult Education Guide - Page. 40
IDENTITY THROUGH POETRY
Sandra Cisneros creates a picture of where she’s from and who she is.
Look at the chapters you have read so far.
What games does she describe? What food? What music?
How to read a poem:
Using just a few words, poems create pictures and feelings. On the GED test, you
will have to read and understand poems. When you read a poem, it helps to look at
each part. This poem has 4 parts, called stanzas.
Six by a Jefferson High School student
At six I lived for Evil Kneivel
pop rocks
and Japanese monster movies
on channel 12
These flavored my fantasies
of guts and glory
I lived for the snake
at school
that ate white mice whole
I lived for a year when
mom's temper got hidden
behind school and
a new lover
I lived for Banquet fried chicken
and Rocky Road ice cream
I lived to be seven
and one day eight
Source: Reading, Writing and Rising Up. Teaching about Social Justice and the Power of the Written Word,
Christensen, Linda. See www.rethinkingschools.org
1. Name 2 things the poet writes about in the first stanza:
1.______________________ 2.___________________________
2. Do you find these things at home or at school?
3. Circle the words that describe the items in Part 1: You can circle more than one.
fun, nice, mean, scary, quiet, loud, strong, weak
4. What animal does the poet write about?
5. What person does the poet write about?
43. The House on Mango Street – Adult Education Guide - Page. 41
6. What’s the feeling of this poem?
IDENTITY THROUGH POETRY: activity
1. Brainstorm. Think about a time when you were
younger. Make lists:
* Games you played:
* Kinds of clothes you wore:
* Favorite TV shows:
* Favorite friends or family members:
*Favorite food:
*Favorite songs:
2. Edit. Circle the items that you want to write about.
3. Write:
Title: (Your age at this time):
At _______ I lived for:
I lived for:
I lived for:
I lived for:
44. The House on Mango Street – Adult Education Guide - Page. 42
I am from Soul Food and Harriet Tubman by Lealonni B.
I am from get-togethers
and bar-b-Qs
k-mart special with matching shoes
Baseball bats and BB guns,
A violent family is where I’m from
I am from “get it girl”
And …from a strict dad
Saying: “sit yo fass self down.”
I am from the smell of soul food
Cooking in Lelinna’s kitchen
From my grampa’s war stories
To my granny’s cotton pickin’.
I am from Kunta Kinte’s strength,
Harriet Tubman’s escapes…
And Sojourner Truth’s faith
If you did family research,
And dug deep into my genes
You’ll find Sylvester and Ora and
Geneva and Doc
My African Kings and Queens
That’s where I’m from.
Source: Rethinking Our classrooms, Vol 2,Teaching for Equity and Justice ,Bigelow, Bill. From an article
by Linda Christensen, Page 8. See www.rethinkingschools.org
TITLE: I AM FROM ____________
I am from: (write about things in your neighborhood, games you played or
music you listened to)
I am from: (write about things people used to say to you)
I am from: (write about your heroes: famous people or family members that
you admired)
45. The House on Mango Street – Adult Education Guide - Page. 43
MIND MAP Put yourself into Esperanza’s place at the end of the chapter
Beautiful and Cruel, p 88. Fill in the open mind diagram below with objects, images,
symbols and quotations from the story to provide a picture of what might be going
through her mind.
Activity created by Erin Carlson. See: http://urbandreams.ousd.k12.ca.us Click on Language Arts.
46. The House on Mango Street – Adult Education Guide - Page. 44
WE’RE ALL IMMIGRANTS… A survey
Esperanza and her family moved many times. From 1990 to 2000 there were many
changes in the US population. Look at the charts below. The chart shows Hispanic
migration. Which states showed increases in the Hispanic population?
Source: http://www.census.gov/ Click on Reference Materials and Census Briefs
Class survey
1. In groups, ask: Where are you from?
What state are you from?
What states are your parents from?
2. Make a chart or map that shows the different places you, your family or friends
have lived.
47. The House on Mango Street – Adult Education Guide - Page. 45
Activities for these themes:
Neighborhoods, Home, Community
“I knew then I had to have a house, one that
I could point to, but this isn’t it. This one on
Mango Street isn’t it.” –Esperanza, The House on Mango Street, p. 9
Rationale: These activities draw upon students’ life experiences and sense of
place. The activity challenges students to begin thinking of how environment shapes
a person, and how stereotypes, prejudice and assumptions are formulated.
Chapters Activities
(use with any chapters)
The House on Mango Street Map projects of Mango Street
Bums in the Attic Design an ideal neighborhood
A House of My Own Design Esperanza’s ideal home
Elenita, Cards, Palm Water Design your ideal home
Cathy Queen of Cats Immigration charts
Those Who Don’t Neighborhoods people fear
Meme Ortiz Strengthening my community
Gil’s Furniture
48. The House on Mango Street – Adult Education Guide - Page. 46
Activities:
MAP PROJECTS (Social Studies and Civics connections)
1. Do an internet map search for Mango Street in Chicago. Identify Mango
Street from the map. For lower-level students, identify states and cities on
a USA map.
2. Draw Mango Street. Many houses and places are described in the book.
(See Meme Ortiz, p 21; Gil’s Furniture, p 19.) Have students make their own
map as they read. Students can draw characters or just write in quotes from
the book that match each place on their maps.
3. Draw your own neighborhoods (a current neighborhood, or a childhood
neighborhood). Make a collage, or just pencil drawings. In a collage, students
could add things from their past: favorite songs, food, clothing styles, etc.
4. Design an ideal neighborhood. Esperanza writes a lot about neighborhood
problems. Discuss problems in low-income neighborhoods. Brainstorm what
neighborhoods need (schools, park, small businesses, public transportation,
etc) In groups, design a new, better neighborhood. Groups should explain
their choices.
IDEAL HOUSE
1. An Ideal Home The fortune teller says, “I see a home in the heart.” (p. 62)
Esperanza doesn’t want a home “in the heart.” She wants a real home. Draw
or write about Esperanza’s ideal home.
2. Your Ideal Home Make a college of or write about your ideal home. Include
a description of the house, but also of the neighbors.
49. The House on Mango Street – Adult Education Guide - Page. 47
NEIGHBORHOODS PEOPLE FEAR “Those who don’t know any better come into our
neighborhood scared…” ---Esperanza, Those Who Don’t, p. 28
1. Discussion: Write the following questions on one sheet of paper.
Give a group of 2 to 3 students the single paper.
As a group, read and discuss, then have one person write answers.
Report back to the full class.
Stranger viewpoints
1. If a stranger came to your neighborhood what would he/she see? You
can talk about the neighborhood you live in now, or a neighborhood you
used to live in.
2. If a stranger came to your neighborhood, how would he/she feel?
3. Are your neighborhoods similar or different? How exactly?
2. Essay practice: Use the discussion as a basis for an essay. Students can
also think about their own experiences.
1. Write about a time you were in an unfamiliar place. Where was it?
When was this? What were you thinking? How did you feel?
2. If a stranger came to your neighborhood, what would he/she see?
How would he/she feel?
3. Why do people fear neighborhoods? What is the consequence of this
fear? What can be done to solve this problem?
50. The House on Mango Street – Adult Education Guide - Page. 48
STRENGTHENING MY COMMUNITY
“One day I’ll own my own house but I won’t forget who I am
or where I came from.” – Esperanza, Bums in the Attic, p 87
See the One World lesson plans at Scholastic.Com. A direct link to similar activities is:
http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/lesson_plans/index.asp?article=lesson10
http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/index.asp
Brainstorm: What is a community? How does Esperanza feel about her community?
(See p. 107) List problems in your community.
Who can make a community better?
Activity: Write the following on index cards. Give one card to each group. Discuss
and report back to class.
Events
An event that could strengthen my community:
A possible outcome of this event:
Clubs or Teams
A club or team that could strengthen my community:
A possible outcome of this:
Rules
Rules that could make my community better:
A possible outcome of this rule:
New places
Places that could make my community better:
A possible outcome of having this in the community:
51. The House on Mango Street – Adult Education Guide - Page. 49
Activities for these themes:
Exploring Poverty
“I could’ve been somebody you know,”
my mother says and sighs.”
--Esperanza, Smart Cookie, P. 90
Rationale: These activities help make the connections between literature, our
everyday life, and the GED test.
Chapters Activities
(use with any chapters)
The House on Mango Street Map projects of Mango Street
Bums in the Attic Design an ideal neighborhood
A House of My Own Design Esperanza’s ideal home
Elenita, Cards, Palm Water Design your ideal home
Cathy Queen of Cats Immigration charts
Those Who Don’t Neighborhoods people fear
Meme Ortiz Strengthening my community
Gil’s Furniture
52. The House on Mango Street – Adult Education Guide - Page. 50
EDUCATION AND INCOME “I COULD’VE BEEN SOMEBODY YOU KNOW,”
MY MOTHER SAYS AND SIGHS.” --ESPERANZA, SMART COOKIE,
P. 90
Esperanza says her mother is very smart, but writes that her mother is very poor.
Look at the following charts. What percent of low-income children have parents
who haven’t finished high school? What percent of low-income children have
parents who attended more than high school?
Yearly trends. Percent of children in low-income families by parents’ education
level:
Parents employed full-time.
Percent of children in low-
income families by parents’
education level:
Parents employed full-time.
Source: :National
Center for Children in
Poverty. See:
www.nccp.org
53. The House on Mango Street – Adult Education Guide - Page. 51
SOURCE: National Center for Children in Poverty. See: www.nccp.org, Koball, H.” Where do Children in
Low-income Families Live?” Nov. 2003.
Low Income Families
Do you think Esperanza is from a “low-income family”?
Look at the charts.
1. Where do most low-income people live?
2. What area in the United States has the most low-income people?
3. From 1999 to 2001 were there fewer numbers of low-income children in the South?
4. From 1999 to 2001 did the numbers of low-income children increase in the Midwest?
Low-income is
defined as a
family income
that is twice the
poverty level, or
$36,800 for a
family of four
(2003).
54. The House on Mango Street – Adult Education Guide - Page. 52
MOVING THE FAMILY
“They always told us that one day we would move into a house, a real house that
would be ours for always so we wouldn’t have to move each year.” –Esperanza,
House on Mango Street, p. 4
Look at these charts and maps.
Look at the information about low-income families.
Do they move more than high- income families?
Moving families
1. Have you moved recently?
2. Why do families have to move?
3. Community connection:
Where in Portland can you find cheap places to rent?
Low-income is defined as a family income that is twice the poverty level, or
$36,800 for a family of four (2003).
SOURCE: National Center for Children in Poverty. See: www.nccp.org, Koball, H.” Where do
Children in Low-income Families Live?” Nov. 2003.
Percent of children who moved in the previous year by region and family income, 2001
55. The House on Mango Street – Adult Education Guide - Page. 53
THE HIGH COSTS OF HOUSING
Look at the charts showing rental costs.
Vocabulary: Median, gross rent
1. Which region has the highest median
gross rent?
2. In the West, what was the median
gross rent in 1990? In 2000?
3. Where are the states with the
cheapest rents?
4. You can find more charts and graphs
from the website of the US Census
Bureau at http://www.census.gov
5. Your cost of living. How much did you
pay for rent 10 years ago? How much
do you pay for rent now?
6. How much did you get paid 10 years
ago? How much do you get paid now?
Median Gross Rents as Percentages or Household Income
for the United States, 1990-2000
Source: http://www.census.gov/population/www/cen2000/briefs.html
56. The House on Mango Street – Adult Education Guide - Page. 54
Activities for these themes:
Domestic Violence
“He never hits me hard.”
-- What Sally Said, P. 92
Rationale: Literature can be a safe way for a teacher to bring up the issues of
domestic violence. Be aware that the following chapters deal with domestic
violence and abuse. Journaling is recommended; problem solving and lists of local
resources can be invaluable.**
Chapters Activities (use with any chapters)
First Job Domestic Violence Resource List
Linoleum Roses Problem Solving—Find resources in the
community
Minerva
What Sally Said
Red Clowns
**For a very long list of local resources, see the Multnomah County website. On the
top left of the page, search for Domestic Violence.
A direct link is: http://www.co.multnomah.or.us/
57. The House on Mango Street – Adult Education Guide – Page 55
24-HOUR CRISIS LINES IN NORTHWEST OREGON
AND SOUTHWEST WASHINGTON
Police Emergency 9-1-1
Police non-emergency number for Multnomah County (503) 823-3333
Child Abuse Reporting Line (503) 731-3100
Emergency Shelter and Food After-hours Line (503) 525-6400
Winter Shelter Line (Nov. 1 - March 15) (503) 721-1500
Mental Health Crisis Line (503) 988-4888
Alcohol and Drug Help Line (503) 244-1312
Statewide Toll-free 1-800-923-HELP
Aging & Disability Services 24-hour Help Line (503) 988-3646
Domestic Violence & Sexual Assault Crisis Lines
National Domestic Violence Hotline 1-800-799-SAFE
Sexual Assault Resource Center (503) 384-0480
Portland Women's Crisis Line (Translation Available) (503) 235-5333
Nation-wide Toll Free Number 1-888-235-5333
Bradley-Angle House (503) 281-2442
Raphael House (503) 232-6562
Salvation Army West Women & Children's Shelter (503) 224-7718
Yolanda House (503) 977-7930
Clackamas Women's Services (503) 654-2288
Washington County Domestic Violence Resource Center (503) 469-8620
Vancouver Safechoice Shelter (360) 695-0501
58. The House on Mango Street – Adult Education Guide – Page 56
What’s a healthy relationship?
What’s an unhealthy relationship?
Put the phrases below in the matching column. Add some more.
Willing and able to make own decisions
Likes to always be in control
Open and honest
Put Downs
Isolation
Angry all the time
Violent sometimes
Confident
Respects Others
Listens
Healthy Relationship Unhealthy relationship
Problem Solve. Where can you get help?
Find resources in your community.