RATIONALE

In years of teaching at the high school level in the Chicago Public Schools, I realize the importance of having students read. However, the reality is that few enjoy reading. Many students have educational experiences that are contributing factors to their lack of enjoyment of reading. Students transfer frequently…they have not mastered basic

skills…they have little or no assistance at home…and they are not provided with reading opportunities that maximize success and minimize weakness.

Add to this the frustration felt by many of our students with special needs. The overwhelming majority of students who are learning disabled, for example, experience reading difficulties. Some are dyslexic. Some have auditory or visual processing problems that prevent acquisition of skills. Some are so disorganized or lacking in structure that their efforts to learn fall by the wayside.

TARGET AUDIENCE

The target audience for this unit is high school freshmen (9^th graders) in an English 1 class. An ideal population would consist of a mixture of special and regular education students, all of whom are reading below expected grade levels. This "at risk" population would benefit by the readability of the chosen text and the opportunity for a variety of ways to participate and show that learning has occurred. A co-teaching arrangement, with a general education and special education teacher in the room on a daily basis, would be ideal. Many aspects of this novel make it a popular choice of English teachers when looking for supplemental reading to incorporate into the English 1 curriculum.

LEARNING THEORY AND APPLICATION

Care has been taken to incorporate activities that may appeal to the different types of learning styles (visual, auditory, tactile, kinesthetic). In addition, many of Gardner’s multiple intelligences ( specifically the verbal-linguistic, logical, interpersonal, intrapersonal, bodily-kinesthetic, musical, and spatial) have been acknowledged in this unit. From years of experience in teaching, I have experienced firsthand the variety of learning styles present in any classroom. Research supports the many ways in which human beings learn, and the benefits of optimizing learning strategies. As teachers we have an obligation to provide the best instruction we can…and this means providing for each student while taking into consideration their learning strengths and weaknesses. Chances are good that by varying our approaches, all children will be reached.

GOALS

This unit focuses on a reading selection that is used for instruction at the 9^th grade level in the Chicago Public Schools. The House On Mango Street by Sandra Cisneros is recommended supplemental reading for English 1 classes. The readability level, the format of the vignettes, and the simple appeal of the text have qualities that are endearing to both teachers and students.

There are several goals that I’ve identified for this unit. These are mindful of the Illinois Learning Standards and Chicago Academic Standards.

• Students will be able to read and respond to literature.
• Students will be able to see themes in literature.
• Students will be able to connect personal experiences to experiences in the text.
• Students will be able to write in response to given prompts.
• Students will be able to demonstrate English usage that is correct in grammar, spelling, and syntax.
• Students will be able to write thoughtful and descriptive passages.
• Students will be able to listen appropriately to presentations by peers.
• Students will be able to participate in group discussions and activities.

ONLINE RESOURCE FILE

Hispanic Culture –Women On The Verge… - (to learn about contemporary Latina

authors)

Chicana Studies – (web site from UCLA)

Hispanic Online - (from America Online, many links regarding

Latinos living in the USA)

Lesson Planning - Pathways to the Creative Imagination: "Creative Writing 101"

(ideas to enhance writing skills)