This document provides an introduction to author Sandra Cisneros and her work The House on Mango Street. It discusses Cisneros' background and experiences that shaped her writing. The objectives and activities are focused on having students read, analyze, and discuss The House on Mango Street, including writing their own street narratives. Various project choices are outlined for students to demonstrate their understanding of the book.

1. 36576036576000LAP 5 – ENGLISH 1 Ms. Rami | mkrami@philasd.org | 215.684.5916 | Room 315<br />Teacher: Ms. Rami<br />Subject: English 1<br />LAP #3-4<br />Course #: 1001<br />Title: The House on Mango Street<br />INTRODUCTION:<br />Cisneros' writing has been shaped by her experiences. Because of her unique background, Cisneros is very different from traditional American writers. She has something to say that they don't know about. She also has her own way of saying it. Her first book, The House on Mango Street, is an elegant literary piece, somewhere between fiction and poetry. She doesn't just make up characters, but writes about real people that she has encountered in her lifetime. Cisneros' work explores issues that are important to her: feminism, love, oppression, and religion. In \"
Ghosts and Voices: Writing From Obsession,\"
she says, \"
If I were asked what it is I write about, I would have to say I write about those ghosts inside that haunt me, that will not let me sleep, of that which even memory does not like to mention\"
(73).<br />Throughout Cisneros' life, her Mexican-American mother, her Mexican father, her six brothers, and she would move between Mexico City and Chicago, never allowing her much time to get settled in any one place. Her loneliness from not having sisters or friends drove her to reading and burying herself in books. In high school she wrote poetry and was the literary magazine editor, but according to Cisneros, she didn't really start writing until her first creative writing class in college in 1974. After that it took a while to find her own voice.<br />OBJECTIVES:<br />SWBT Read and understand works of Sandra Cisneros.

2. SWBT analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.

3. SWBT to write their own street narrative using Cisneros’ text as a model. PA STANDARDS<br />1.3.11A Read and understand works of literature<br />1.3.11C analyze the effectiveness in terms of literary quality of the author’s use of literary devices. <br />RESOURCES: HOLT’S ELEMENTS OF LITERATURE LEVEL 3<br />“The Gift of Magi” p. 288-292<br />“The Lady or the tiger” p. 298-304<br />The House on a Mango Street – Sandra Cisneros<br />VOCABULARY<br />Irony<br />Ambiguity<br />Prediction<br />Credible<br />Valid<br />Relevant<br />Statistics<br />ACTIVITIES<br />“The Lady or The Tiger?” – (Objective #2) <br />By Frank Stockton<br />Define the meaning of the following words in the context in which they appear:<br />Emanated<br />Retribution<br />Impartial<br />Aesthetic<br />Moiety<br />Answer the following questions from the text:<br />Where did the king sit in the arena?<br />Did the tiger come out of the same door each trial?<br />Did the princess like the lady who had been chosen to her lover’s ‘trial’? Give reasons.<br />How did the princess indicate to her lover the door of her choice?<br />What had the princess seen in her dreams?<br />Did the princess expect her lover to ask her to indicate which door he should choose?<br />Why did no one else in the arena notice that the princess was communicating with her lover?<br />In your own words:<br />Write a description of the king’s arena.<br />Describe the king’s method of administering justice.<br />Why did the princess have difficulty deciding which door to indicate to her lover?<br />Do you think women ever committed crime sin the kingdom? If they did, how do you think they were tried?<br />If you were the princess, what option would you have indicated and why?<br />If you were the lover, what door would you have taken and why?<br />Write and ending to this story. It may or may not involve opening a door.<br />Do you agree with the author that the king’s method of administering justice was fair?<br />Name:_________________________Period:_________Date:_____________<br />The House on Mango Street<br />Project Choices <br />Once we have read The House on Mango Street as a class, you will get class time to work on your major project for this book. Read the descriptions of each project below and choose one. Make sure you turn in the completed cover sheet with your project.1. Create a House on Mango Street book for your life, illustrated using photographs, Google Sketchups, and/or drawings of images created by you. (Writing)<br />Write creative narrative pieces like the ones we read in The House on Mango Street<br />Illustrate your short piece using images from your life<br />Your pieces can be narratives as well as poems and comic strips <br />Make sure to create an interesting book cover as well a dedication page for your book<br />2. Use Google Sketchup to create a model of Esperanza’s house and other houses that she describes in The House on Mango Street. (Design/Architecture) Alternatively, you can draw, in detail, the houses from different angles.<br />Print off a picture of each house (or turn in your drawings) <br />Attach a written (neat, blue or black ink) or typed document listing the exact quotes from the book that describe each house <br />3. Explore the Internet resources to investigate Mexico. Write a report (typed or written neatly in blue or black ink), on: (Writing, Research, Investigation)<br />Three famous Mexican scientists/mathematicians <br />Details about the people, customs, courtesies, and lifestyle of the people of Mexico. Include a recipe. <br />Write an additional paragraph about how your investigation either changed or reinforced your understanding of Esperanza and the other characters in The House on Mango Street <br />4. Create a CD Soundtrack for The House on Mango Street. Include: (Arts/Music)<br />You must have at least one song per chapter <br />Lyrics for each song - they may be in English as well as in other languages. However, you must supply a translation if they are not in English. <br />The front cover must feature artwork and a title relevant to the novel <br />A list of songs with who wrote and performed each one on the back cover <br />Write a couple of sentences (typed or neatly written in blue or black ink) about each song and what it had to do with the chapter. Include quotes from the book as evidence <br /> <br />5. Interview a person who has immigrated to the United States. (Interview/Verbal Communication)<br />Create a list of interview questions<br />Find a suitable person (preferably an adult), get their permission for the interview<br />Conduct and tape the interview<br />Write a thank-you note to the person for their time<br />6. Esperanza gives us many examples of domestic abuse in The House on Mango Street. Write a five-paragraph research paper (or give a 3-5 minute presentation) about domestic abuse to answer the following questions: What is the definition of domestic abuse? What are the statistics concerning domestic abuse in Philadelphia, PA? What do experts say is the psychology behind it? Where and how can someone get help in Philadelphia if they are being abused at home? (Research, Investigation, Presentation, Writing)<br />Use what you read in The House on Mango Street as well as your own personal experiences as sources. You may also interview one of the following people and use the interview as a source: psychologist, psychiatrist, police officer, and domestic abuse survivor. Do not be afraid to ask the librarian for help! Make sure you have a reference page at the end citing your three (or more) sources. <br />Name: _________________________Period: _________Date: _____________<br />The House on Mango Street<br />Project Cover Sheet<br />Attach this sheet to the front of your finished project<br />My Project Choice is: _____________________________________________________my signature: __________________________________________ Date: ___________Ms. Rami’s signature: _________________________________ Date: ___________Parent/Guardian signature: _______________________________ Date: ___________this project is due: Monday January 31, 2011Project Final Score: ___________Ms. Rami’s comments about my project:<br />Student Name: ______________ Rubric for Choice #1 Street Narrative:<br />4321Sequencing (Organization)Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.Some details are not in a logical or expected order, and this distracts the reader.Many details are not in a logical or expected order. There is little sense that the writing is organized.Sentence Structure (Sentence Fluency)All sentences are well constructed with varied structure.Most sentences are well constructed with varied structure.Most sentences are well constructed but have a similar structure.Sentences lack structure and appear incomplete or rambling.Capitalization & Punctuation (Conventions)Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.Personal NarrativeThe writer is the main character in the story and always uses the pronouns I, me my.The writer is the main character in the story and usually uses the pronouns I, me my.The writer is the main character in the story and sometimes uses the pronouns I, me my.The writer is not the main character in the story and does not use the pronouns I, me my.Word ChoiceWriter uses vivid and creative words and phrases that draw pictures in the reader's mind.Writer uses creative words and phrases, but story occasionally lacks detail.Writer uses words that communicate clearly, but the writing lacks creativity.Writer uses a limited vocabulary that does not communicate strongly or captures the reader's interest. No creativity is used in this story.<br />Total Points:<br />Comments: <br />Teacher Name: Ms. Rami – Mexico Report Choice #3Student Name: ________________________________________<br />CATEGORY4321Sequencing (Organization)Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.Some details are not in a logical or expected order, and this distracts the reader.Many details are not in a logical or expected order. There is little sense that the writing is organized.Accuracy of Facts (Content)All supportive facts are reported accurately.Almost all supportive facts are reported accurately.Most supportive facts are reported accurately.NO facts are reported OR most are inaccurately reported.Support for Topic (Content)Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.Supporting details and information are typically unclear or not related to the topic.Grammar & Spelling (Conventions)Writer makes no errors in grammar or spelling that distract the reader from the content.Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.<br />Total Score:<br />Comments: <br />Choice #4 – Soundtrack Rubric<br />CD Soundtrack Rubric<br />WOW! - 5High quality effort! Master sound mixer!ALMOST THERE - 3Not quite a master, but you spin a mean track! NOT YET - 1Go back the DJ booth and try again.Soundtrack SongsMy CD contains 8 or more tracks that relate to the story and themes.My CD may have 8+ tracks, but some of them do not go with the story and/or time period.My CD does not go with the story or theme at all. I need to call Daddy Cool and ask him to help me out. Cover ArtMy CD cover art is spectacular! It looks like it belongs on a store shelf! It also correctly includes the title, my name, teacher’s name and class.My CD cover is a good effort, but could use more work in some areas. It almost rocks…but I need to put in a little more work and effort overall. My CD cover doesn’t rock at all. It has several errors and/or it needs great work. Grandma is not happy with my overall effort! Inside CoverMy inside cover includes a neat, complete list of each song title, artist, and how it relates to the story. All the songs tie in. It is error-free, polished work! My inside cover may include important information, but it needs more work or has a few errors. A good effort, but I could have worked a little harder to produce a more quality piece overall.Scratch! The inside of my CD cover is not up to the standards. I need to spend more time working on this piece. ConnectionsDemonstrates anIn-depth analysisMakes insightfulConnectionsBetweenInformation andIdeas in the textAnd soundtrackConveys a basicUnderstanding ofThe textClearly statesConnectionsBetweenInformation andIdeas in the textAnd theSoundtrackProvides noEvidence of textualEvidenceMakes noConnectionBetweenInformation andIdeas in the textAnd the soundtrack<br />Total Points: _______<br />Comments: <br />Interview Rubric Choice #5<br />INTERVIEW RUBRIC1.2.3.4.5.SCOREPreparation before the interview.No preparation was made.A few questions were prepared. An adequate number of questions, most of which relate in some way to the research focus, was prepared.A comprehensive list of questions relating directly to research focus was prepared. A comprehensive list of questions and supplementary questions relating directly to research focus was prepared. Background knowledge of the person, if known, was included.Establishing rapportNo attempt was made to establish rapport with the person.The student introduced himself and began to ask questions.The student introduced himself, briefly mentioned the purpose of the interview and began with an easy question.The student introduced himself, explained the purpose of the interview and began with an easy open ended question.The student introduced himself, explained the purpose of the interview, made eye contact, smiled encouragement, and began with an easy, open ended question.MannerThe student interrupted or hurried the person being interviewed and forgot to thank them at the end.The student made an attempt to be polite. . Listened, and thanked the person at the end of the interview.The student was polite. Tried to make eye contact and nodded encouragement occasionally. Listened, and thanked the person at the end of the interview.The student was polite and tried to put the person at ease with the situation. Made some eye contact and nodded encouragement occasionally. Listened, didn’t interrupt and thanked the person at the end of the interview.The student was friendly and polite, putting the person at ease with the situation. Made eye contact and nodded encouragement. Listened, didn’t interrupt and thanked the person at the end of the interview.MatterThe student asked the person a few questions.The student asked the person a reasonable number of appropriate questions.The student asked appropriate questions and tried to encourage the person to give more detail. The student asked appropriate questions, clarified comments, and encouraged the person to give more detail. Asked some supplementary questions.The student asked appropriate questions, rephrasing them if necessary. Clarified comments, summarised what was said and encouraged the person to give more detail. Asked relevant supplementary questions based on what the person said.Knowledge gainedThe student cannot answer questions about the person who was interviewed.The student can answer some questions about the person who was interviewed.The student can answer questions about the person’s views and begins to make connections between the interview and the research focus. The student can explain the person’s views in detail and the ways in which they relate to the research focus. The student can explain the person’s views in detail and the ways in which they relate to the research focus. The student can also evaluate the significance of the interview to the project.<br />Total Points:<br />Comments: <br />Choice #6: Final Presentation Rubric<br />Presentation Rubric1234TotalOrganizationAudience cannot understand presentation because there is no sequence of information.Audience has difficulty following presentation because student jumps around.Student presents information in logical sequence which audience can follow.Student presents information in logical, interesting sequence which audience can follow.Subject KnowledgeStudent does not have grasp of information; student cannot answer questions about subject.Student is uncomfortable with information and is able to answer only rudimentary questions, but fails to elaborate.Student is at ease and answers most questions with explanations and some elaboration. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.Visual AidsStudent uses superfluous visual aids or no visual aids.Student occasionally uses visual aids that rarely support the presentation.Student's visual aids relate to the presentation.Student's visual aids explain and reinforce the presentation.MechanicsStudent's presentation has four or more spelling errors and/or grammatical errors.Presentation has three misspellings and/or grammatical errors.Presentation has no more than two misspellings and/or grammatical errors.Presentation has no misspellings or grammatical errors.Eye ContactStudent makes no eye contact and only reads from notes.Student occasionally uses eye contact, but still reads mostly from notes.Student maintains eye contact most of the time but frequently returns to notes.Student maintains eye contact with audience, seldom returning to notes.Verbal TechniquesStudent mumbles, incorrectly pronounces terms, and speaks too quietly for audience in the back of class to hear.Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.Total Points:<br />Comments:<br />