The basic reading, discussion, and exploration of this text is done in 5 days. I've also included follow-up and enrichment activities to extend the learning experiences.

Alignment with Illinois Learning Standards (goals, learning standards, and benchmarks) is noted for each day's activities. Enjoy!

Day 1 - Computer Lab

• Introduction to the unit.
• Students create 5 predictions regarding the text, sharing these with a partner.
• Students complete the Anticipation Guide from the internet (a prereading activity).
• Discussion of internet activity and timelines for unit.
• Homework = read pp.3-27 in the text. Write in Reflective Journal on one of these topics: "How I got my name", "The meaning of my name", or complete the on-line activity "Trace The Origin Of Your Surname". Discuss the rubric by which the Reflective Journals will be graded. Students should keep in mind that Content, Length of Entry, and Spelling/Syntax will be considered in grading.

• Illinois Learning Standards: 1.B.4a,4b,4c - 1.C.4d,4e - 2. A.4a

Day 2- Classroom

• Oral sharing (volunteer basis) of journal entries regarding names.
• On map in front of the room, students individually put thumb-tacks on their country of origin (or that of their ancestors). Discuss immigration patterns.
• Explore their first impressions of the text. Do a K-W-L activity on the board…What Do We Know?, What Do We Want To Know?, What Have We Learned?
• Discuss commonalities between the experiences of Esperanza's family as newcomers to the U.S. and experiences of other immigrant families.
• Generalize themes.
• Homework - pp.28-48. Write in Reflective Journal - "Think about a time when you were in an unfamiliar place or situation (strange town, neighborhood, meeting people, etc.). How did you react…how did you feel?

• Illinois Learning Standards: 1.B.4a - 1.C.4a,4c,4e - 2.A.4b,4c,4d

4.B.4b

Day 3 - Classroom

• Oral sharing (volunteer basis) of journal entries regarding an unfamiliar place or situation.
• Review themes generated in yesterday's discussion…ask if new themes emerged as a result of last night's reading.
• Write the general themes on separate sheets of "big paper". Post these around the room. Students are given 1 large index card on which to write a specific example (from the text) of any of the themes. These are collected, and teacher leads the class in determining which specific examples fit under which themes. Classification is from part to whole, and from specific to generalization.
• Volunteers write the examples on the proper sheet of paper, as determined by class members strategizing orally. Discussion, verbalizing of thought processes, etc., is encouraged.
• Sheets of "big paper" are posted around the room for the remainder of the unit.
• Homework = read pp.49-73. Write in Reflective Journal - "What are some of the changes that Esperanza is going through? What advice would you give her for how to deal with these changes?"

• Illinois Learning Standards: 1.A.4a - 1.B.4c - 1.C.4b,4d - 2.A.4b,4d

4.B.4a,4b

Day 4 - Computer Lab

• Oral sharing (volunteer basis) of journal entries regarding the changes that Esperanza is experiencing.
• Tell students that Reflective Journals will be collected tomorrow (Friday) for grading over the weekend. Provide a copy of the grading rubric.
• Discuss the idea of "cultural identity". Discuss the idea of "melting pot". (If time allows, verbalize ways that different cultures share similarities and differences. Illustrate with a Venn diagram).
• Explain that we'll be going to a web site that celebrates different cultures. Explain that this site was created by high school students in Pasadena, California.
• Direct students to the LaSalle High School Cultural Awareness Club web site.
• Peruse the newsletter. Read an article aloud. Ask for impressions/feedback/about the content/format/value of this type of written work.
• Homework = pp.74-94. Write in Reflective Journal about one custom, tradition, holiday, etc. that you and your family observe. Explain why it is important to keep these traditions alive.

• Illinois Learning Standards: 1.B.4c - 1.C.4b,4d - 2.A.4b,4d - 3.A.4

Day 5 - Classroom

• Collect Reflective Journals for weekend grading. Restate that grading will be done according to the rubric previously discussed. Content, length of entry, and spelling/syntax will be considered in grading criteria.
• Oral sharing (volunteer basis) of journal entries regarding their family's customs, traditions, etc.
• Use a silent "chalk talk" to compare and contrast, draw attention to similarities and differences, and encourage thought and discussion regarding the significance of ethnic traditions. Have many pieces of chalk available at the board. Students may go to the board to write a word, a phrase, or a sentence about the topic. They may draw a picture. NO TALKING IS ALLOWED. They may go up in any order, for any number of times. They may generate their own thoughts, or respond to other's thoughts (if necessary, discuss appropriate language). Optimally, the board will be covered with your students' writing.
• Call an end to the "chalk talk". This will generally last from 10-15 minutes. Discuss what has emerged from their silent dialogue. Have students explain any drawings or any word/phrase/sentences that are unclear.
• Homework = pp.95-110 (finishing the book). Over the weekend, students will be designing a book cover. The book cover will be entitled "The House On (fill in the name of your street) Street". It can be a drawing or photo of their home, and may include a view of the surrounding neighborhood. Inside their book cover will be 2 short vignettes that they have written about their neighborhood, their family, their friends, or a life experience.
• Show students examples of this assignment (done by last year's class). Explain the grading rubric for the assignment. Criteria include artistic qualities of the book cover, presence of 2 stories, explanation/details in the writing, and spelling/syntax. It is due on Monday.

• Illinois Learning Standards: 1.A.4a,4c - 1.C.4b,4d - 2.A.4b - 2.B.4a,4c

WEEK 2: FOR FOLLOW-UP AND ENRICHMENT

• Divide the students into groups. They create a skit which exemplifies an incident of a theme from the text. All group members participate in one way or another. Acting, writing the dialogue, typing the script, videotaping the scene, or acting as narrator are all participatory roles to be considered.
• Musicians and dancers among the class may wish to demonstrate salsa or meringue.
• Create a "pen pal" network with another English 1 class. Pen pals share what they like or dislike about current textual readings
• Ask an outside agency to come in and address the class on a topic related to themes from The House On Mango Street.

• Students create their own "Cultural Gazette" newsletter. Computer geniuses can work on design, typists can do data entry, artists can do illustrations, etc.