Lesson Plan: Sections 4, 5 & 6
Section Four: Growth and Maturity, Sexuality
(1 class period)
Pre-reading #4 question: How is growing into a teenage
body (physically, mentally and emotionally) like moving into
a new house/apartment? Compare the experiences of moving into
a new house/apartment to the experiences of being a teenager.
pp. 39-55: The Family of Little Feet; A Rice Sandwich; Chanclas;
Hips;* The First Job
Read and discuss the selections in class, paying particular
attention to how Esperanza and her friends are changing as
adolescence sets in. Hips works well as a readers theater
Homework: Pre-reading #5
Section Five: Gender Roles and Expectations
(1-2 class periods)
Pre-reading #5 question: Should parents/guardians
raise their teenage girls in the same way that they raise
their teenage boys? Why or why not? What rules should be the
same for girls and boys? What should be different? Do you
have brothers, sisters, cousins, etc. who are treated differently
from you because of gender? Explain.
pp. 56-73: Papa Who Wakes Up Tired in the Dark; Born Bad;
Elenita, Cards, Palm, Water; Geraldo No Last Name; Ednas
Ruthie; The Earl of Tennessee; Sire
For this section, I often have students jigsaw the chapters
just to mix things up a bit. Depending on the needs of your
class, you can do one or both of the following activities.
If you decide to have the students read the chapters as a
whole class, you might need to allot an additional day for
Suggested activity #1: Close Reading (1 class period)
For this assignment, students work in pairs or trios to complete
the close reading worksheet. Each set of students is assigned
a different chapter to work through and then present to their
classmates. Suggested chapters are included at the bottom
of the worksheet, though the assignment will apply to many
of the chapters in the novel. This activity can be done after
students have read all the chapters, or as a way to jigsaw
NOTE: Students need to understand theme and symbol
prior to attempting this activity.
Suggested activity #2: Geraldo No Last Name (1
Several of the chapters in Mango Street, including Geraldo
No Last Name contain very subtle, yet powerful references
to complex human rights issues; because of the subtlety, students
often miss the message. In order to help students grapple
with the issue of undocumented laborers presented in this
chapter I intend to try the following next time I teach the
novel. (Translation: I havent tried this one yet!)
Read the chapter Geraldo No Last Name aloud together.
Invite students to share their questions, reactions, confusions,
etc. Some of the students who already have schema around issues
of immigration and documentation will identify with this chapter,
but many miss the reference. After this initial airing of
reactions, have students complete a Before/After
Reading Chart before_after_chart.doc
based on what theyve read. In the "What I know
after previewing" column, they should record the "facts"
they know about Geraldoin other words, what literal
information is supplied by the text about Geraldo. In the
"What I need to know" column, they should record
their questions, confusions, curiosities, etc. about the information
in the first column.
Once they have accomplished these two tasks, pose the following
question to students: What is an undocumented worker? Who
gets to be a citizen in this country? What rights do citizens
have that non-citizens do not? Spend some time discussing
the issues, inviting student to respond to these questions
as well as generate some of their own. When the conversation
seems to be winding down, give students a copy of "The
pdf version article to
read silently or in pairs. This article talks about the undocumented
workers who were killed in the collapse of the World Trade
Center and the work being done by some organizations to contact
the families. As the students read, they should record any
information from the article or discussion which helps them
answer their questions in the "What I now know"
column. Finally, any additional questions that were generated
or questions which remain unanswered should be written in
the "What I still need to know" column.
Homework: Pre-reading #6
Section Six: Fitting in
Pre-reading #6 question: Describe a situation where
you once felt really out of place or uncomfortable. Why did
you feel this way? What does the word "outcast"
mean? What kinds of attributes make people into outcasts?
Why must society have outcasts?
pp. 74-87: Four Skinny Trees; No Speak English; Rafaela Who
Drinks Coconut and Pineapple Juice on Tuesdays; Sally; Minerva
Writes Poems; Bums in the Attic
Discuss the pre-reading assignment from the night before,
then read and discuss the indicated chapters. Add ideas to
your list about Esperanzas identity development after
reading The Four Skinny Trees (35-40 minutes)
Give students a copy of the Double
Entry Journal Mango
Street DEJ.DOCand go over the requirements very carefully.
This is an assignment that students often struggle with, but
is one that I feel is important for them to wrestle with in
preparation for the interpretive essay. I have found it helpful
to really walk them through the example and perhaps to work
through one of the blanks as a whole class. This assignment
can also be used at any point with different passages of text.
Homework: Finish Double Entry Journal
[ continue to sectiosn
7 & 8 ]