The House on Mango Street Unit Proposal

Category: Education

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EDSC 304 Unit Plan Proposal


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Unit Plan Proposal: Proposal by Autumn Ojea Exploring Race, Culture, and Expectations

Common Core State Standards:

Common Core State Standards CCSS ELA RL.9-10.2 : Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS ELA RL.9-10.3 : Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS ELA RL.9-10.5 : Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS ELA W.9-10.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.

Big Ideas/ Unit Goals and 21st Century Skills:

Big Ideas/ Unit Goals and 21 st Century Skills How do our backgrounds (family, culture, community, social and economic class) shape our identity? Who should be responsible for helping those who cannot help themselves? How is it possible to feel lost or out of place in a place you’ve always been? As gender expectations change, what gender expectations do you feel pressured to follow? How are these affected by culture? Students will use Google Docs to write and submit assignments, as well as to engage in discussion. Students will use Storyboard That to create digital summaries.


Objectives Students will be able to describe the characteristics and uses of vignettes. Students will be able to select and outline three main vignettes that explain the main character’s struggles and motivations using StoryboardThat . Students will be able to debate the ways in which characters in this novel have conformed to or fought against their race, culture, and/or gender expectations and support their ideas through the use of an online discussion forum. Assessments Entry-level : online debate, in-class discussion, webquest Formative : reading quizzes, character sort Summative : vignette writing assignment, graphic organizer

Two Learning Activities:

Two Learning Activities Activity 1 (before reading) : Students will do a webquest to research the characteristics of the vignette writing style. Students will be grouped and given one sample vignette to read. We will then engage in small-group discussions to explain reasons for why the author thought a vignette would be the best way to express this story. Activity 2 (while reading) : Students will begin writing vignettes of their own based on their experiences. After writing three vignettes, they will share with a partner and do some peer suggestions. They will then choose their two best vignettes to turn in for grading.

Why I Chose This Topic:

Why I Chose This Topic Even though we are l iving in southern California, there is not nearly enough literature about Latinas. I think this novel is a great alternative to the coming-of-age tales we are used to, but it has a more relatable element. I really enjoy the fact that Esperanza ends up finding herself through written expression, something I would love to see my students be able to do. This novel also opens up the topic of gender expectations, a very timely issue that many teachers aren’t quite sure how to go about discussing. There is a lot of opportunity for technology to be used here in ways that can exist and continue beyond the reading of this novel.

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