house on mango street adult education guide 2008

Londer Learning CenterMultnomah County

Department of Community Justice

The House on Mango StreetAdult Education Guide

Everybody ReadsMultnomah County Library

Fahrenheit 451 – Adult Education Guide – Introduction

2005

Donald H. Londer Center for LearningDepartment of Community Justice, 421 SW 5th Ave, 4th floor Portland, OR 97204 (503) 988-3466

The House on Mango Street – Adult Education Guide – Contents Page 1

IntroductionIntroduction

A deep look at literacy issues in the United States reveals some alarming trends: According to the National Institute for Literacy, more than 20% of adults in the United States read at or below a 5th grade level. Forty-four percent of adults in the United States do not read one book in the course of a year. Given these statistics, how can we include low-level or reluctant adult readers in a community book reading project?

With hopes of facilitating the inclusion of low-level adult readers in the 2005 Everybody Reads project, staff at Multnomah County’s Londer Learning Center, a unit of the Department of Community Justice, have created this Adult Education Guide. The Londer Learning Center serves adults who are on probation, parole or in drug/alcohol treatment programs. Most of our adult basic education or GED students have reading difficulties and/or learning disabilities. Many have never read a book in their adult lives; 65% read below a 8th grade level.

To make the task of reading a book easier for these readers, as well as low-literate adults in the greater community, this Adult Education Guide provides adult educators, literacy tutors and English as a Second Language instructors with tips and techniques, worksheets and websites. We believe that with some planning and access to background materials, Multnomah County adults, who are low-level readers, will be able to participate fully in the 2005 Everybody Reads community book reading project.

Carole SchollLead instructor:Adult Basic Skills and English as a Second Language

Brenda ScottonAdult Basic Skills and GED instructor

Cheyenne TullerAdult Basic Skills and GED instructor


The House on Mango Street – Adult Education Guide – Contents Page 2

Table of Contents

Part I – Recommendations, Page 3Literary GenresAuthor Background: Introduction to Cisneros

Part II – Vocabulary by section, Page 8Book CoverSection 1: Identity, Book pages 3-11Section 2: Friendship, Neighborhood, Home, Book pages 12-25Section 3: Freedom and Entrapment, Book pages 26-38Section 4: Growth and Maturity, Book pages 39-55Section 5: Gender Roles, Expectations, Book pages 56-73Section 6: Fitting In, Book pages 75-87Section 7: Escape from Reality, Book pages 88-102Section 8: Accepting One’s Cultural Roots, Book pages 103-110

Part III – Progress Reports by section, Page 18Section 1: Identity, Book pages 3-11Section 2: Friendship, Neighborhood, Home, Book pages 12-25Section 3: Freedom and Entrapment, Book pages 26-38Section 4: Growth and Maturity, Book pages 39-55Section 5: Gender Roles, Expectations, Book pages 56-73Section 6: Fitting In, Book pages 75-87Section 7: Escape from Reality, Book pages 88-102Section 8: Accepting One’s Cultural Roots, Book pages 103-110

Part IV – Activities by theme, Page 34Group Activities, Page 34Story Elements, Page 36Identity, Fitting In, Diversity, Page 38Neighborhoods, Home, Community, 5Exploring Poverty (GED Social Studies), Page 49Domestic Violence, Page 54


The House on Mango Street – Adult Education Guide Recommendations- P. 3

Part I – RecommendationsPart I – Recommendations

Pre-reading activities that facilitate the understanding of concepts, activate interest and/or learner’s background knowledge can make all the difference in the success of a

reading task. The House on Mango Street is an excellent catalyst for discussions of many issues that affect our students: poverty, discrimination, class differences, etc. Having students tell their own stories, using the text as a model, can be tremendously empowering. For activity ideas, see Part IV of this guide, as well as the Literary Genres, and Sandra Cisneros biography activities on the following pages.

Mango Street themes To help use the book in a classroom setting, we’ve divided the book into eight broad themes. Keep in mind, however, that this book doesn’t have to be read chronologically. Themes we have chosen include: 1, Identity; 2, Friendship, Neighborhood, Home; 3, Freedom and Entrapment; 4, Growth and Maturity; 5, Gender Roles, Expectations; 6, Fitting In; 7, Escape from Reality; 8, Accepting One’s Cultural Roots.

Learning disabled students The task of the adult basic skills educator is to present reading materials in an accessible manner for low-literate readers or learners with reading disabilities, such as dyslexia. Printed material should not look too dense--use graphics and large type as much as possible-- and print out worksheets on colored paper.

Use strategy If you’re limited in time, you could read excerpts from the book instead of tackling the whole text, or show film clips and read around these clips. For low-level readers who suffer from reading disabilities, audio cassettes are a great help. Reading along while hearing the story takes a lot of stress out of the work of reading. Be prepared also to discuss new vocabulary, or have some means for students to record new words but don’t let students get hung up on difficult vocabulary. Finally, checking in frequently about various elements of the story can help with focus and staying on task.


LITERARY GENRES

1. Bring in examples of different types of books: fiction, non-fiction, science fiction, or mystery. Ask students to explain the differences between these types of books. Find out what types of books they most like to read.

AUTHOR BACKGROUND: INTRODUCTION TO CISNEROS

1. Find a simple biography of Cisneros. 2. Hand out copies and have students take turns reading. 3. Then hand out copies with key words omitted. 4. Students fill in missing words from word bank. 5. Follow with a general discussion of Cisneros’s life.6. Fill out the biography web on the next page.7. For more advanced readers: Read the Cisneros biography in the

discussion guide, or a more in-depth biography such as those on popular Cisneros websites: http://www.gradesaver.com/ClassicNotes/Authors/about_sandra_cisneros.html, and http://www.sandracisneros.com/html/about/bio.html. Fill out the biography web on the next page.

8. Find photos of Cisneros through her life (such as from the above web sites), and have students arrange the photos of her in order, guessing the dates.

9. Discuss key points of Cisneros’s life. How would students describe the life of a writer?

10. Do a timeline of Cisneros’s life.11. Read the interview with Cisneros printed in the discussion guide. One

student can be Cisneros with the others being interviewers. Students then write other questions they’d like to ask Cisneros.

http://www.spaceagecity.com/bradbury/bio.htm

http://www.raybradbury.com/about.html

http://www.raybradbury.com/about.html


Biography Web for Sandra Cisneros

Sandra Cisneros

What’s she look like?What’s her educational

background?

What’s her job? What does she write about?

Where and when did she write The House on

Mango Street?

What other books did she write?

The House on Mango Street – Adult Education Guide - Page. 6

VOCABULARY Teaching Techniques

Student Vocabulary List1. Students underline words they don’t understand as they read. 2. Teacher makes a list on the board.3. Students add words to on-going vocabulary list.4. Teacher gives simple definition for word, which students copy.5. Students pick 2-3 words and discuss.6. Students write sentences with their favorite words.7. Follow up/review activity:

Word Jeopardy1. Students select words from the list, or select words as they read.2. Students make word cards with definitions using the dictionary – on the back of the index card they write:

a. the word in syllable partsb. the definition in their own words (not in “dictionary speak”)c. the word used in a sentenced. optional: synonym and antonym

3. Students form teams, come to front, and quiz each other using the cards4. Rules: There are 5 points per word: 1 for pronunciation, 1 for number of

syllables, 1 for definition, 1 for sentence, 1 for spelling the word on the board. The rest of the class acts as judges. The teacher only records team scores on the board.

Vocabulary GamesMake learning fun with vocabulary crosswords and word searches. This website has free and easy-to-use puzzle making tools:http://puzzlemaker.school.discovery.com/

http://puzzlemaker.school.discovery.com/


Vocabulary Words by Section—A 3-part learning project:

Assignment #1: Match the words on the vocabulary lists to the definitions.

Assignment #2: Write each vocabulary word in a sentence.Teacher will specify the method:1. Individual, partner, or team2. Students write on notepaper to be turned in or write on board to present to classmates

Assignment #3: Prepare for Spelling!Teacher will specify the method:1. Spelling Quiz Students study then write words that are dictated to them. or

2. Word Jeopardy Spelling**Divide class into two teams. Each team chooses a “scribe” who goes to the board. Each team takes turns giving a vocabulary word to the scribe of the other team to spell on the board. The team with the most correct words wins.

or

3. Both!


HOUSE ON MANGO STREET VOCABLUARY

PRE-READING: DUST JACKET/BOOK COVER

Assignment #1: Match the following words with their definitions.

1.____ vignette a. giving off light

2.____ eloquence b. deeply moving, touching the feelings

3.____ canon c. praised

4.____ harsh d. a short writing designed to give the reader a mental picture

5.____ luminous e. a shade of difference

6.____ subtle f. a person of Spanish speaking origin

7.____ rapture g. speaking with ease and force

8.____ poignant h. disagreeably rough, painful

9.____ nuance i. spiritual or emotional ecstasy

10.___ Latino j. an official or authoritative list

11.___ acclaimed k. hardly noticeable


HOUSE ON MANGO STREET VOCABULARYSection One: Self Definition and Identity p. 3-11

Assignment #1: Match the following words with their definitions.1. ____crumbling a. to keep apart; to sort

2. ____swollen b. continuing in the same direction without curves

3. ____ordinary c. all existing things

4. ____laundromat d. to receive from an ancestor or another person

5. ____temporary e. falling apart

6. ____straight f. a branched fixture that holds a number of bulbs

7. ____separate g. increased in size

8. ____universe h. the parts of a word that form sounds

9. ____responsibility i. common, everyday

10. ____chandelier j. a place to wash/dry clothes

11. ___inherit k. short term; not permanent

12. ___syllables l. a person’s duty to take care of someone or something


HOUSE ON MANGO STREET VOCABULARY

Section Two: Friendship, Neighborhood, Home p. 12-25


1.___especially a. a woman who dances ballet

2.___raggedy b. awkward; without skill or grace

3.___dangerous c. moving in a hurry; mixing together in confusion

4.___laugh d. particularly

5.___refrigerator e. A musical instrument that consists of 49-52 bars arranged on a frame like the keys of a piano. Bars are struck with mallets. Sounds are amplified by metal tubes beneath each bar.

6. ___aisles f. risky

7. ___ballerina g. a happy noise

8. ___marimba h. tattered, sloppy

9. ___clumsy i. an appliance that maintains a cool temperature

10.___scrambling j. passageways between rows



Section Three: Freedom and Entrapment pp. 26-38


1.____pregnant a. a building with special exhibits

2.____moustache b. recall; bring to mind

3.____cigarette c. a rain cloud

4.____neighborhood d. beans

5.____dangle e. carrying a developing fetus

6.____museum f. hair above the lip

7.____tortilla g. tobacco wrapped in paper

8.____different h. a housing area

9.____remember i. hang loosely

10.___cumulus j. flat, pancake-shaped bread

11.___nimbus k. unlike; distinct from others

12.___frijoles l. a dense, white, fluffy cloud



Section Four: Growth and Maturity, Sexuality pp. 39-55Assignment #1: Match the following words with their definitions.

1.___strutted a. yelled

2.___jealous b. rising and falling sound pattern

3.___canteen c. the right to give and enforce commands

4.___anemic d. the largest selling laundry bar soap in the early 20th

century when clothes were wash-by hand; also used for gardening (fertilizer and insect control), poison ivy,

5.___hollered e. 1. ballroom dance of Dominican Republic and Haitian folk origin characterized by sliding steps 2. salsa-style fast-tempomusic for this dance

6.___plunger f. place on a car that causes it to start

7.___naphtha g. hostile towards a rival, envious

8.___authority h. lack of vitality, pale skin, low red blood cells

9.___rhythm i. store10.__merengue j. a device with a rubber suction cup on

a handle

11.__ignition k. walked stiffly or proudlySpanish words/phrases: trembleque= a person who trembles or an

earthquake

House on Mango Street Vocabulary


Section 5: Gender Roles and Expectations pp. 56-73


1.____crumples a. a place that houses books

2.___ babushka b. money

3.____disease c. the act of rolling head over heels

4.____capsule d. falls in on itself

5.___ library e. a punctuation mark

6.____ashamed f. headscarf

7.____currency g. illness

8.____daughter h. a pill with a jelly-like coating

9.____cockroach i. Feeling guilty

10.___somersault j. a girl child

11.___apostrophe k. an insect which is a household pestSpanish words/phrases: abuelito=grandfather

chamclas=shoes/slippers esta muerto=is dead

los espiritus=the spiritscumbias=a dirty/scandalous dancerancheras=another type of dance



Section Six: Fitting In pp. 75-87


1.____ ferocious a. dark pink color

2.____ disgusted b. a tall perennial herb widely grown for its showy flowers

3.____ hysterical c. plants that continue to live from year to year

4.____ suede d. fierce, savage

5.____ squeak e. a tropical tree with large yellow black-seeded, edible fruit

6.____ grumble f. offended by

7.____ fuchsia g. leather or fabric with a soft downy surface

8.____ hollyhocks h. complain

9.____ papaya i. uncontrolled fear or emotion

10.___ perennial j. unpleasant noise


Section Six: Fitting In pp. 75-87

Spanish words/phrases: mamacita= little womanmamasota = “Big mama” emphasizing the woman’s obesitycuando? = when?Ay, caray! = an expression of exasperation, something like “Darn it!” or “Oh, for heaven’s sakes!”Rapunzel = a princess in a fairy tale of European origin, imprisoned by a witch; her hair is very long, and the prince who comes to call on her climbs up to her tower by means of her hair



Section Seven: Escape From Reality pp. 88-102


1.____ twangy a. authorization

2.____ hibiscus b. with partially closed or crossed eyes

3.____ threshold c. nasal speech, a harsh sound

4.____ velvety d. floor covering

5.____ scarred e. an herb, shrub, or tree with large showy flowers

6.____ permission f. smooth, soft

7.____ porcelain g. marked by injury

8.____ cockscombs h. the sill of a door

9.____ squinty i. frilly scarlet, gold, and yellow flowers 18-24 inches tall, grows in full sun

10.___ linoleum j. a kind of ceramicSpanish word: comadres= friends



Section Eight: Accepting One’s Cultural Roots pp. 103-110


1.____ trudge a. in at one side and out at the opposite side

2.____ petunia b. picture

3.____ through c. color made by mixing red and blue

4.____ blue-veined d. to walk steadily and with effort

5.____ complain e. people who drop by to talk

6.____ photograph f. a spice

7.____ remember g. to bring to mind or think of again

8.____ visitors h. purple

9.____ purple i. when blood vessels can be seen under the skin

10.___ cinnamon j. to express discontent

Spanish word: esperanza = hope


Reading Progress Report Section #1 Identity, p. 3-11

Comprehension – Give the main idea of the section 1. What happened in this section?

2. What does the narrator dream about?

3. What does the narrator’s name mean?

Quotations – Explain what each quotation meant to you4. “The boys and the girls live in separate worlds.”

5. “I would like to baptize myself under a new name, a name more like the real me.”

Themes – Explain the theme of this section6. What does identity mean to Esperanza?

7. How does your identity connect with your own life?

Setting8. Use three words to describe the setting of this section. Where does it take place? How does it feel?

Characters – Fill out the following chart for the characters you met in this sectionName of Character

Your Description Metaphor Used by Cisneros


9. What is one new thing you learned about the main character (Esperanza)?

Your own opinion – Give your own response to the following question10. If you could change your name, would you? Why or why not?


Reading Progress Report Section #2Friendship, Neighborhood, Home, p 12-25


2. How long does Cathy say she’ll be friends with Esperanza?

3. What happens with the bike?

Quotations – Explain what each quotation meant to you4. “Nenny and I don’t look like sisters…not right away.”

5. “Apples, peaches, pumpkin pah-ay. You’re in love and so am ah-ay.”

Themes – Explain the theme of this section6. What does friendship mean to Esperanza?

7. How does your friendship connect with your own life?






Your own opinion – Give your own response to the following question10. Describe a good day with your friends.


Reading Progress Report Section #3Freedom, Entrapment p. 26-38


2. How do outsiders view Esperanza’s neighborhood?

3. What wise thing did Darius say?

Quotations – Explain what each quotation meant to you4. “All brown all around, we are safe.”

5. “You can never have too much sky.”

Themes – Explain the theme of this section6. What does freedom mean to Esperanza?

7. How does your freedom connect with your own life?






Your own opinion – Give your own response to the following question10. What part of nature do you like best?


Reading Progress Report Section #4Growth, Maturity p. 39-55


2. What happens with the high-heel shoes?

3. Why does Esperanza want to eat in the canteen?

Quotations – Explain what each quotation meant to you4. “Until I forget that I am wearing only ordinary shoes, brown and white.”

5. “She is too many light-years away. She is in a world we don’t belong to anymore.”

Themes – Explain the theme of this section6. What does growth mean to Esperanza?

7. How does growth connect with your own life?






Your own opinion – Give your own response to the following question10. How are people judged by the clothes they wear?


Reading Progress Report Section #5Gender Roles, Expectations p 56-73


2. Why does Esperanza’s father cry?

3. Why does Esperanza believe she was born bad?

Quotations – Explain what each quotation meant to you4. “You must keep writing. It will keep you free.”

5. “Everything is l holding its breath inside me. Everything is waiting to explode like Christmas.”

Themes – Explain the theme of this section6. What does gender mean to Esperanza?

7. How does gender connect with your own life?






Your own opinion – Give your own response to the following question10. What’s the difference between a house and a home?


Reading Progress Report Section #6Fitting In, p 75-87


2. Who is Sally?

3. What is Esperanza’s father’s job?

Quotations – Explain what each quotation meant to you4. “Her father says to be this beautiful is trouble.”

5. “She is always sad like a house on fire.”

Themes – Explain the theme of this section6. What does fitting in mean to Esperanza?

7. How does fitting in connect with your own life?






Your own opinion – Give your own response to the following question10. Do you think people can overcome a difficult childhood?


Reading Progress Report Section #7Escape from Reality, p 88-102


2. What is the Monkey Garden?

3. What is Sally’s marriage like?

Quotations – Explain what each quotation meant to you4. “I was a smart cookie then.”

5. “She says she is in love, but I think she did it to escape.”

Themes – Explain the theme of this section6. What does escape mean to Esperanza?

7. How does escape connect with your own life?






Your own opinion – Give your own response to the following question10. When is the best time for people to get married?


Reading Progress Report Section #8Accepting Cultural Roots, p 103-110


2. Why does Esperanza like Alicia?

3. What are Esperanza’s plans?

Quotations – Explain what each quotation meant to you4. “Like it or not you are Mango Street.”

5. “They will not know I have gone away to come back.”

Themes – Explain the theme of this section6. What does home mean to Esperanza?

7. How does home connect with your own life?






Your own opinion – Give your own response to the following question10. How does where you grew up influence your life?


Part IV – ActivitiesPart IV – Activities

RECOMMENDATIONSThe following are just a few recommended activities that will encourage

connecting the book to learners’ lives.

GROUP ACTIVITIES

1. Attend community events sponsored by the Everybody Reads program.2. Put on a play of key scenes.3. Invite immigrants in your community for a group reading and/or discussion.4. Ask the experts: A collaborative group activity

Divide students into groups to explore these different topics. Optional artwork, too! Have groups present their findings to the class.

GROUP 11. Describe Esperanza. What does she look like? What does she think about? Is

she happy?2. What are Esperanza’s hopes and dreams?

GROUP 21. Describe Esperanza’s family. Are they happy? Are they hopeful?2. What dreams do Esperanza’s parents have for their children?

GROUP 31. Describe the house on Mango Street. 2. Describe the neighborhood. What people live there? Are they rich or poor?

Are they happy?


ESSAY QUESTIONS or GROUP WORKAgree or disagree? Discuss in a group or write a paragraph discussing whether you agree or disagree with the following statements.

1. Dreams that can’t come true aren’t worth having.

2. There’s more to a person than their name.

3. You can’t escape from your childhood.

4. Take every day as it comes, finding happiness where you can.

5. Home is where the heart is.

6. Society has a responsibility to take care of children.

7. People should not be judged by what they wear.

8. A house is different from a home.

9. Everyone wants to escape from their hometown.

10. If you’re told you’re bad your whole life, you’ll probably turn out bad.

11. We are all waging “quiet wars.”

12. Boys and girls live by different standards.

13. You can tell a lot about a person by their friends.

14. It’s okay to get married young.

15. We all have a responsibility to our own community.


STORY ELEMENTS: GETTING TO KNOW CHARACTERS

1. Post the names of the major characters. What words describe the characters. Add new words to this list while you read.

2. Who said it? Write the name of the character next to the quote.

“I am one who leaves the table like a man, without putting back the chair or picking up the plate.”

“I was a smart cookie then.”

“You want a friend. Okay, I’ll be your friend. But only till next Tuesday.”

“He never hits me hard.”

“I would like to baptize myself under a new name, a name more like the real me.”


Character Web

________________________Character name

What’s he/she look like? Where does he/she live?

What does he/she like to do?

What does he/she care about?

What problem does this character have?

What words describe him/her?


Activities for themes:

Identity, Fitting In, Diversity

“I would like to baptize myself under a new name, a name more like the real me,

the one nobody sees.” –Esperanza, My Name, p. 11

Rationale: These activities will challenge students to think of about identity, as well as the environment that may have helped shape who they are.

Chapters Activities (use with any chapters)

The House on Mango Street Stage Names

Hairs Name Poems

My Name Poetry and Identity

No Speak English Mind Maps

Beautiful and Cruel Immigration charts and graphs

Also see these websites:www.rethinkingschools.orgwww.teachingtolerance.org

http://www.teachingtolerance.org/

http://www.rethinkingschools.org/


ACTIVITIES:

STAGE NAMES: This activity quickly breaks the ice and easily opens a discussion of names and identity. On a small paper or index card:

1. Write the name of a pet they had as a kid. That will be their first name.2. Write the name of a street they lived on when they were younger. That will be

their last name. 3. Collect the papers. As a group, try to guess who has which stage name.4. Follow up with a discussion of “names” and nicknames.

Are you named after anyone or anything? Who? Why? Does your name “fit” you? Why? Why not?

USING POETRY TO EXPLORE IDENTITY GED connection: inference and detail in poetry, exploring the writing process. For more GED practice, see poetry by Nikki Giovanni and Langston Hughes.

Teaching notes: An age or name “poem teaches students some basic facts about poetry—the

power of specifics and repeating lines—two writing tools they can carry over into essay and narrative writing. And it teaches them to collect “evidence” prior to writing, sort their details, select the best ones, and then shape their poem through the use of a repeating line. After reading…several student poems, we talk about what we learn about the poets by looking at what they valued, what was important enough for them to include in a poem. We also look at the kinds of details the poets used—the names of family members, teachers, games they played…” --Linda Christensen, The Age Poem: Building a Community of Trust. Rethinking Schools Vol. 17:1, page 6.

Linda Christensen is the Language Arts coordinator for Portland Public Schools and the author of Reading, Writing and Rising Up: Teaching about Social Justice and the Power of the Written Word. See: www.rethinkingschools.org



IDENTITY THROUGH POETRY Sandra Cisneros creates a picture of where she’s from and who she is.Look at the chapters you have read so far.

What games does she describe? What food? What music?

How to read a poem:Using just a few words, poems create pictures and feelings. On the GED test, you will have to read and understand poems. When you read a poem, it helps to look at each part. This poem has 4 parts, called stanzas.

Six by a Jefferson High School student At six I lived for Evil Kneivel pop rocks and Japanese monster movies on channel 12 These flavored my fantasies of guts and glory

I lived for the snake at school that ate white mice whole

I lived for a year when mom's temper got hidden behind school and a new lover

I lived for Banquet fried chicken and Rocky Road ice cream I lived to be seven and one day eight

Source: Reading, Writing and Rising Up. Teaching about Social Justice and the Power of the Written Word, Christensen, Linda. See www.rethinkingschools.org

1. Name 2 things the poet writes about in the first stanza:1.______________________ 2.___________________________

2. Do you find these things at home or at school?

3. Circle the words that describe the items in Part 1: You can circle more than one. fun, nice, mean, scary, quiet, loud, strong, weak

4. What animal does the poet write about?

5. What person does the poet write about?



6. What’s the feeling of this poem?

IDENTITY THROUGH POETRY: activity

1. Brainstorm. Think about a time when you were younger. Make lists:

* Games you played:

* Kinds of clothes you wore:

* Favorite TV shows:

* Favorite friends or family members:

*Favorite food:

*Favorite songs:

2. Edit. Circle the items that you want to write about.

3. Write:

Title: (Your age at this time):

At _______ I lived for:

I lived for:

I lived for:

I lived for:


I am from Soul Food and Harriet Tubman by Lealonni B.

I am from get-togethersand bar-b-Qsk-mart special with matching shoesBaseball bats and BB guns,A violent family is where I’m from

I am from “get it girl”And …from a strict dadSaying: “sit yo fass self down.”

I am from the smell of soul foodCooking in Lelinna’s kitchenFrom my grampa’s war storiesTo my granny’s cotton pickin’.

I am from Kunta Kinte’s strength,Harriet Tubman’s escapes…And Sojourner Truth’s faith

If you did family research,And dug deep into my genesYou’ll find Sylvester and Ora and Geneva and DocMy African Kings and QueensThat’s where I’m from.

Source: Rethinking Our classrooms, Vol 2,Teaching for Equity and Justice ,Bigelow, Bill. From an article by Linda Christensen, Page 8. See www.rethinkingschools.org

TITLE: I AM FROM ____________

I am from: (write about things in your neighborhood, games you played or music you listened to)

I am from: (write about things people used to say to you)

I am from: (write about your heroes: famous people or family members that you admired)



MIND MAP Put yourself into Esperanza’s place at the end of the chapter Beautiful and Cruel, p 88. Fill in the open mind diagram below with objects, images, symbols and quotations from the story to provide a picture of what might be going through her mind. Activity created by Erin Carlson. See: http://urbandreams.ousd.k12.ca.us Click on Language Arts.

http://urbandreams.ousd.k12.ca.us/


WE’RE ALL IMMIGRANTS… A surveyEsperanza and her family moved many times. From 1990 to 2000 there were many changes in the US population. Look at the charts below. The chart shows Hispanic migration. Which states showed increases in the Hispanic population?

Source: http://www.census.gov/ Click on Reference Materials and Census Briefs

Class survey1. In groups, ask: Where are you from?

What state are you from?What states are your parents from?

2. Make a chart or map that shows the different places you, your family or friends have lived.


Activities for these themes:

Neighborhoods, Home, Community

“I knew then I had to have a house, one that I could point to, but this isn’t it. This one on Mango Street isn’t it.” –Esperanza, The House on Mango Street, p. 9

Rationale: These activities draw upon students’ life experiences and sense of place. The activity challenges students to begin thinking of how environment shapes a person, and how stereotypes, prejudice and assumptions are formulated.


The House on Mango Street Map projects of Mango StreetBums in the Attic Design an ideal neighborhoodA House of My Own Design Esperanza’s ideal homeElenita, Cards, Palm Water Design your ideal homeCathy Queen of Cats Immigration chartsThose Who Don’t Neighborhoods people fear Meme Ortiz Strengthening my communityGil’s Furniture


Activities:

MAP PROJECTS (Social Studies and Civics connections)

1. Do an internet map search for Mango Street in Chicago. Identify Mango Street from the map. For lower-level students, identify states and cities on a USA map.

2. Draw Mango Street. Many houses and places are described in the book. (See Meme Ortiz, p 21; Gil’s Furniture, p 19.) Have students make their own map as they read. Students can draw characters or just write in quotes from the book that match each place on their maps.

3. Draw your own neighborhoods (a current neighborhood, or a childhood neighborhood). Make a collage, or just pencil drawings. In a collage, students could add things from their past: favorite songs, food, clothing styles, etc.

4. Design an ideal neighborhood. Esperanza writes a lot about neighborhood problems. Discuss problems in low-income neighborhoods. Brainstorm what neighborhoods need (schools, park, small businesses, public transportation, etc) In groups, design a new, better neighborhood. Groups should explain their choices.

IDEAL HOUSE

1. An Ideal Home The fortune teller says, “I see a home in the heart.” (p. 62) Esperanza doesn’t want a home “in the heart.” She wants a real home. Draw or write about Esperanza’s ideal home.

2. Your Ideal Home Make a college of or write about your ideal home. Include a description of the house, but also of the neighbors.


NEIGHBORHOODS PEOPLE FEAR “Those who don’t know any better come into our neighborhood scared…” ---Esperanza, Those Who Don’t, p. 28

1. Discussion: Write the following questions on one sheet of paper. Give a group of 2 to 3 students the single paper. As a group, read and discuss, then have one person write answers. Report back to the full class.

Stranger viewpoints

1. If a stranger came to your neighborhood what would he/she see? You can talk about the neighborhood you live in now, or a neighborhood you used to live in.

2. If a stranger came to your neighborhood, how would he/she feel?

3. Are your neighborhoods similar or different? How exactly?

2. Essay practice: Use the discussion as a basis for an essay. Students can also think about their own experiences.

1. Write about a time you were in an unfamiliar place. Where was it? When was this? What were you thinking? How did you feel?

2. If a stranger came to your neighborhood, what would he/she see? How would he/she feel?

3. Why do people fear neighborhoods? What is the consequence of this fear? What can be done to solve this problem?


STRENGTHENING MY COMMUNITY

“One day I’ll own my own house but I won’t forget who I am or where I came from.” – Esperanza, Bums in the Attic, p 87

See the One World lesson plans at Scholastic.Com. A direct link to similar activities is: http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/lesson_plans/index.asp?article=lesson10http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/index.asp

Brainstorm: What is a community? How does Esperanza feel about her community? (See p. 107) List problems in your community. Who can make a community better?

Activity: Write the following on index cards. Give one card to each group. Discuss and report back to class.

EventsAn event that could strengthen my community:

A possible outcome of this event:

Clubs or TeamsA club or team that could strengthen my community:

A possible outcome of this:

RulesRules that could make my community better:

A possible outcome of this rule:

New placesPlaces that could make my community better:

A possible outcome of having this in the community:

http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/index.asp

http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/lesson_plans/index.asp?article=lesson10



Exploring Poverty

“I could’ve been somebody you know,”my mother says and sighs.”

--Esperanza, Smart Cookie, P. 90

Rationale: These activities help make the connections between literature, our everyday life, and the GED test.


The House on Mango Street Map projects of Mango StreetBums in the Attic Design an ideal neighborhoodA House of My Own Design Esperanza’s ideal homeElenita, Cards, Palm Water Design your ideal homeCathy Queen of Cats Immigration chartsThose Who Don’t Neighborhoods people fear Meme Ortiz Strengthening my communityGil’s Furniture


EDUCATION AND INCOME “I COULD’VE BEEN SOMEBODY YOU KNOW,” MY MOTHER SAYS AND SIGHS.” --ESPERANZA, SMART COOKIE, P. 90

Esperanza says her mother is very smart, but writes that her mother is very poor. Look at the following charts. What percent of low-income children have parents who haven’t finished high school? What percent of low-income children have parents who attended more than high school?

Yearly trends. Percent of children in low-income families by parents’ education level: Parents employed full-time.

Percent of children in low-income families by parents’ education level: Parents employed full-time.

Source: :National Center for Children in Poverty. See: www.nccp.org

http://www.nccp.org/


SOURCE: National Center for Children in Poverty. See: www.nccp.org, Koball, H.” Where do Children in Low-income Families Live?” Nov. 2003.

Low Income FamiliesDo you think Esperanza is from a “low-income family”? Look at the charts. 1. Where do most low-income people live? 2. What area in the United States has the most low-income people? 3. From 1999 to 2001 were there fewer numbers of low-income children in the South? 4. From 1999 to 2001 did the numbers of low-income children increase in the Midwest?

Low-income is defined as a

family income that is twice the poverty level, or $36,800 for a family of four

(2003).



MOVING THE FAMILY

“They always told us that one day we would move into a house, a real house that would be ours for always so we wouldn’t have to move each year.” –Esperanza, House on Mango Street, p. 4

Look at these charts and maps. Look at the information about low-income families. Do they move more than high- income families?

Moving families1. Have you moved recently?

2. Why do families have to move?

3. Community connection: Where in Portland can you find cheap places to rent?

Low-income is defined as a family income that is twice the poverty level, or $36,800 for a family of four (2003).

SOURCE: National Center for Children in Poverty. See: www.nccp.org, Koball, H.” Where do Children in Low-income Families Live?” Nov. 2003.

Percent of children who moved in the previous year by region and family income, 2001



THE HIGH COSTS OF HOUSING Look at the charts showing rental costs.

Vocabulary: Median, gross rent

1. Which region has the highest median gross rent?

2. In the West, what was the median gross rent in 1990? In 2000?

3. Where are the states with the cheapest rents?

4. You can find more charts and graphs from the website of the US Census Bureau at http://www.census.gov

5. Your cost of living. How much did you pay for rent 10 years ago? How much do you pay for rent now?

6. How much did you get paid 10 years ago? How much do you get paid now?

Median Gross Rents as Percentages or Household Income for the United States, 1990-2000Source: http://www.census.gov/population/www/cen2000/briefs.html

http://www.census.gov/

http://www.census.gov/population/www/cen2000/briefs.html



Domestic Violence

“He never hits me hard.”-- What Sally Said, P. 92

Rationale: Literature can be a safe way for a teacher to bring up the issues of domestic violence. Be aware that the following chapters deal with domestic violence and abuse. Journaling is recommended; problem solving and lists of local resources can be invaluable.**

Chapters Activities (use with any chapters)First Job Domestic Violence Resource List

Linoleum Roses Problem Solving—Find resources in the community

Minerva

What Sally Said

Red Clowns

**For a very long list of local resources, see the Multnomah County website. On the top left of the page, search for Domestic Violence.A direct link is: http://www.co.multnomah.or.us/

http://www.co.multnomah.or.us/

The House on Mango Street – Adult Education Guide – Page 55

24-HOUR CRISIS LINES IN NORTHWEST OREGON AND SOUTHWEST WASHINGTON

Police Emergency 9-1-1

Police non-emergency number for Multnomah County (503) 823-3333

Child Abuse Reporting Line (503) 731-3100

Emergency Shelter and Food After-hours Line (503) 525-6400

Winter Shelter Line (Nov. 1 - March 15) (503) 721-1500

Mental Health Crisis Line (503) 988-4888

Alcohol and Drug Help Line (503) 244-1312

Statewide Toll-free 1-800-923-HELP

Aging & Disability Services 24-hour Help Line (503) 988-3646

Domestic Violence & Sexual Assault Crisis Lines

National Domestic Violence Hotline 1-800-799-SAFE

Sexual Assault Resource Center (503) 384-0480

Portland Women's Crisis Line (Translation Available) (503) 235-5333

Nation-wide Toll Free Number 1-888-235-5333

Bradley-Angle House (503) 281-2442

Raphael House (503) 232-6562

Salvation Army West Women & Children's Shelter (503) 224-7718

Yolanda House (503) 977-7930

Clackamas Women's Services (503) 654-2288

Washington County Domestic Violence Resource Center (503) 469-8620

Vancouver Safechoice Shelter (360) 695-0501

The House on Mango Street – Adult Education Guide – Page 56

What’s a healthy relationship?What’s an unhealthy relationship?Put the phrases below in the matching column. Add some more.

Willing and able to make own decisionsLikes to always be in controlOpen and honestPut DownsIsolationAngry all the timeViolent sometimesConfidentRespects OthersListens

Healthy Relationship Unhealthy relationship

Problem Solve. Where can you get help? Find resources in your community.