Sandra Cisneros

1. Sandra Cisneros Understanding who the author is and where he or she comes from is important to fully understanding a piece of literature, especially from the cultural and ethnic perspectives. Today, you will be in groups, researching various aspects of Sandra Cisneros’ life.

2. Groups Group 1: Biography Group 2: Writing Career, Reviews and Critiques Group 3: Influences Group 4: Other Jobs and Interests Use the internet to research your group’s topic. You will create a poster/presentation to give to the class on the information your group learned

3. OCW Review of House on Mango Street: “Told in a series of vignettes stunning for their eloquence, The House on Mango Street is Sandra Cisneros’ greatly admired novel of a young girl growing up in the Latino section of Chicago … It has entered the canon of coming-of-age classics. Sometimes heartbreaking, sometimes deeply joyous, The House on Mango Street tells the story of Esperanza Cordero, whose neighborhood is one of harsh realities and harsh beauty. Esperanza doesn’t want to belong—not to her rundown neighborhood, and not to the low expectations the world has for her. Esperanza’s story is that of a young girl coming into her power, and inventing for herself what she will become.” How does Cisneros’ biographical information relate to the novel? Based on your research, where do you think the inspiration for this novel came from?”

4. Warm-up AJ will present on his research Take out OCW

5. Notes on Style: put in your own words Definition: the manner of expression of a particular writer produced by: choice of words, sentence structures, use of literary devices, rhythm, and other elements of composition Many writers have their own particular style Some types of style are scientific, expository, poetic, and journalistic For example, an article from a magazine or a newspaper is written in a different style than one from a scientific journal Newspaper: journalistic, factual but may be persuasive or biased, should appeal to wide variety of readers Scientific Journal: scientific, uses science-related words, should be solely factual, may only appeal to readers who share same scientific knowledge

6. Notes on Vignette: Put in your own words Definition: a short, well-written sketch or descriptive scene It does not have a plot, which would make it a story, but it does reveal something about the elements in it It may reveal character, or mood, or tone It may have a theme or idea of its own that it wants to convey It is the description of the scene or character that is important Sandra Cisneros’ novel The House on Mango Street is written in a series of vignettes. As we read, look for the different elements of vignette in the text.

7. The House on Mango Street Read the vignette. What do you think about the length of this chapter? What is being described? What is the mood being set or the tone of the narrator? What is the theme of this chapter?

8. OCW • Reread Chapter One, “The House on Mango Street.” • Write a description of your own home, mirroring the description in Chapter One and using the elements of the style of a vignette. • Write about the physical description of your home, as well as briefly mention any family members who live with you. • You should also describe what ‘home’ means to you. • Be sure to answer the following questions: • Does your home make you who you are/define you? • How does it affect your identity? • Does it depict your culture? • Accompany your vignette with either a photograph or a drawn picture of your own home. • Be prepared to present this information to the class at the beginning of the next class period.

9. “My Home” Presentations

10. Theme- Put in your own word Definition: a common thread or repeated idea that is incorporated throughout a literary work It is a thought or idea the author presents to the reader that may be deep, difficult to understand, or even moralistic Generally, a theme has to be extracted as the reader explores the passages of a work The theme provides an answer to the question, “What is the work about?” Unlike plot, which deals with the action of a work, theme concerns itself with a work's message or contains the general idea of a work.

11. Tracking Themes Throughout the Novel Let’s practice filling out the theme from the first vignette that we read.

12. Reading & Response You can read with a partner or silently. Read up to page 23. “Louie, His Cousin & His Other Cousin” Pick one vignette and write a short response paper about it. (2-3 paragraphs) Write about your personal feelings, relate it to something that has happened to you. You must also explain what the theme of the chosen chapter is and support it with evidence from the text.

13. Warm Up Journal 10/10/14 Take out Response Paper OCW. I will collect it. Think about the chapter “Our Good Day.” Describe one of the best days you can remember from your childhood. What happened? How did you feel? Was your good day at all similar to Esperanza’s good day? If so, how?

14. “My Name” 10/10/14 Let’s re-read this chapter together. It explains Esperanza’s name, how she got it, and shows what other people think of her name. It also tells what Esperanza thinks of her own name and how she wishes she could change it. It exposes part of the narrator’s identity: another theme

15. Names/Nombres by Julia Alvarez10/10/14 Now let’s read this text by a famous Dominican writer. She also writes about names and their meanings.

16. Compare and Contrast10/10/14 How are these two texts similar? How are they different? What does it reveal about Spanish culture?

17. “My Name”/ “Names/Nombres”10/10/14 In your writing journal, brainstorm for about 10 minutes about your own name, how you got it, what others say about it, etc.

18. “My Name”10/10/14 Share with a partner Share with the class

19. OCW10/10/14 Read up to page 35 “Darius and the Clouds” Writing assignment: use your ideas from brainstorming activity and turn them into a well-developed vignette that has a theme. It can look like Cisneros’ “My Name” or Alvarez’s “Names/Nombres” Your choice. Review your vignette notes as well as the chapter “My Name” to do so. FCA: Presence of theme, descriptive details, correct punctuation. (40 points)

20. Warm-up10/13/14 Respond to following questions in warm-up section Do you feel like you have a role or place in society? If so, what is it? If not, what would you like your role in society to be? Is it influenced by your family? Your culture?

21. Role of Women in House on Mango Street Pass out graphic organizers With your partner, critically read the chapter you are assigned: “Marin” or “Alicia Who Sees Mice.” Identify and discuss the role of women in society, as it pertains to the vignettes

22. Graphic Organizers: Take Notes Each person will add something to the graphic organizer

23. Discussion Do the women in this story seem to have an identity? If so, what is it? If not, why and who seems to be ‘taking it away’ from them? In contrast, how are the men portrayed in this story? Fill out the “Identity of Women” section in your graphic organizer.

24. OCW10/13/14 Read up to page 58 through “Papa Who Wakes Up Tired in the Dark” Write a response to the following prompt: As you read, you are starting to see a change in Esperanza. She is beginning the transition from childhood to adolescence. What is happening physically, socially, and emotionally? Cite specific examples from the text when necessary.

25. Warm-up10/14/14 Hand in OCW response paragraph Take reading quiz. Answer in complete sentences.

26. Bildungsroman Definition: a novel depicting someone's growth from childhood to maturity The protagonist grows, learns, and changes in order to take his or her place in the world Bildungsroman is a German word that literally means “a novel of formation” It is sometimes referred to as a “coming-of-age” story

27. Graffiti You will visit all stations and write down how Esperanza is changing. Cite specific examples from the text along with major events that show her progression from childhood into adolescence.

28. Fill out Graphic Organizer Now that you have gotten your ideas down, take your graphic organizer around and summarize the most important information from each graffiti station. Be sure to cite the important textual evidence

29. OCW No reading, (unless you need to catch up.) Think about your own childhood experiences, specifically an experience that you felt changed you somehow or was important in your process of growing up. Jot down a few notes about the experience, enough that if asked to explain or tell the story, you would be able to. This will be part of the next class.

30. Continue Graffiti 10/16/2014 Continue to walk around and add details of Esperanza’s coming-of-age to the graffiti stations you have not yet visited. After you have visited all stations, walk around and write down important information from each station on your graphic organizer. Talk to your classmates and discuss what you find interesting.

31. Reading Strategy 10/16/2014 When you read at home or on breaks, what do you do? How are you reading?

32. Reading for Comprehension 10/16/2014 You are going to read the chapter 3 times: First time: just read it. Second time: Read and annotate—ask questions, comment on actions/description, note main ideas and unknown words Third time: Read, annotate, and analyze

33. OCW 10/16/2014 Practice the reading strategy up to page 58 Choice assignment: for my artists out there. Create a drawing that represents House on Mango Street as you understand it. Be creative. Use the themes we have talked about.

34. Warm-up Write down OCW in calendar or agenda Read up to p. 71 Complete reading strategy and worksheet

35. Discussion 10/17/14 From the graffiti activity, in what ways does House on Mango Street categorize as a bildungsroman?

36. Juxtaposition Notes 10/17/14 Definition: the arrangement of two or more ideas, characters, actions, settings, phrases, or words side-by-side or in similar narrative moments Used for the purpose of comparison, contrast, rhetorical effect, suspense, or character development

37. “Hips” and juxtaposition 10/17/14 In this chapter, Cisneros uses the juxtaposition of the act of jumping rope with the conversation about getting hips and growing up to show contrast. This chapter shows how as the older girls are jumping rope and singing songs about getting hips, we see them leaving Nennybehind because she continues to sing the same old songs as the older girls move on.

38. Let’s Write 10/17/14 Write for about 10-15 minutes about a time in your childhood where you felt like something changed because you were growing up. How old were you? Where were you? What were you doing? Why did you feel this way? Did you ‘leave someone behind’? Were you ever the one ‘left behind’ by an older someone else growing up?”

39. Illustration of Juxtaposition and Bildungsroman

40. OCW 10/17/14 Read up to page 71 (through The Earl of Tennessee) Use re-reading strategy with annotation for each chapter. Complete worksheet for each chapter.

41. Warm-up Write down OCW in agenda/calendar Take reading quiz Go over reading quiz

42. Geraldo No Last Name Turn to page 65. Today, we will discuss this vignette, focusing on three different ideas: Theme Cultural stereotypes Social commentary

43. Social Commentary Definition: it is the act of expressing an opinion on the nature of society Social commentary may be obvious or it may be a slightly hidden message in literature

44. OCW 10/20/14 Read up to p. 85 Complete reading strategy and worksheet Focus on chapter, “Four Skinny Trees” There will be a quiz

45. Warm-up 10/21/14 Write OCW in agenda/calendar Take quiz. You may use last nights OCW, if it is complete.

46. Journal Entry (10 minutes) Write a journal entry in response to the following prompt: Is there something in your community or neighborhood that is significant to you? What is it? What does it mean to you? Why is it so important to you?

47. “Four Skinny Trees” “Four Skinny Trees” exposes something that is meaningful in Esperanza’s community. This chapter is not really about trees, but about something deeper.

48. Symbolism • Definition: Something that on the surface is its literal self but which also carries another meaning or even several meanings • A symbol may be said to embody an idea • There are two general types of symbols: • Universal symbols that embody universally recognizable meanings wherever used, such as light being used often to symbolize knowledge and a dove being used to symbolize peace and purity. • Constructed symbols that are given symbolic meaning by the way an author uses them in a literary work, such as the four skinny trees in The House on Mango Street.

49. Choice Activity (15 minutes) For this activity you can choose what you would like to do: Rewrite this vignette without mentioning trees. Find the symbolism that the trees provide, and in your writing use what they symbolize in place of the trees themselves. —OR— Draw a picture of what this chapter is illustrating. What do you see? What vision does this scene create for you? In your drawing, be sure to include words and phrases labeling what the different parts of the drawing symbolize.

50. Share Volunteers to share writing or drawings? What do you think the trees symbolize?