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Dive into Part I of the book with students to help them relate to the character Esperanza, followed by a book walk and creative poem activity to explore personal backgrounds and feelings.
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Making Connections With The House on Mango Street By: Angela Golden EDUC-5453 Summer 2011
Explanation • In this lesson I will be helping the students identify who they are by going over Part I of the book with them. • We will look at Sections 1-4. • I want the students to see how they can relate to Esperanza.
Explanation • We will start by looking at my background. • Then we will do a book walk to discover what the students think the book is about. • I will be building on the students background in the lesson. • I will also use comprehensible input. • Then I will have the students create a poem about themselves in groups and we will go over them in class.
My Background • My name is Angela Maiju Golden. • My name means Angel. • I am African American, Indian, and French. • I am the youngest of 3 girls. • I was born in Germany. • I have lived in Germany, Louisiana, and Texas. • My father was in the Army.
My Background • My mother has 6 sisters and 4 bothers. • My dad has 5 sisters and 5 brothers. • I have many cousins. • I have two older sisters. • I also have 4 nephews and 1 niece. • I have two sons. • I love working with children.
My Background • Most people say I am nice, kind hearted, and sweet. • I am a full figured woman. I also have many curves. • People say that they love my smile. • I have medium length black hair and brown eyes. • I am tall.
Book Walk • Books will be passed out. • What do you think the story is about? • Who do you think the main character is? • How old do you think the character is? • How do you think the character feels about herself? • How many members do you think she has in her family?
Section 1: The House on Mango Street • She has two parents. • She has two brothers and 1 sister. • Her family used to move a lot. • Her family brought the house on Mango Street and they no longer have to move. • She is ashamed of where she has lived and the house on Mango Street.
Section 2: Hairs • She describes the different types of hair in her family. • She doesn’t like her hair because she can’t get it to do what she wants. • Her sister’s hair is smooth and oily. • Her mother’s hair is beautiful and smells like bread.
Section 3: Boys and Girls • The boys and girls in the neighborhood don’t socialize. • Her brothers won’t speak to her in public. • She talks to her younger sister Nenny. • She has to baby sit Nenny. • She wants a friend. • She says that she feels like a “ red balloon tied to an anchor”.
Section 4: My Name • Her name is Esperanza. • In English her name means hope. • In Spanish it means too many letters, sadness, and waiting. • She was named after her great-grandmother. • She is Chinese and Mexican. • Esperanza and her grandmother were born in the Chinese year of the horse.
Section 4: My Name • She thinks that her background discourages her from being strong. • She has never met her great-grandmother. • Her great-grandmother was forced into marriage and she never forgave her husband. • Because of this she gazed sadly out the window. • Esperanza doesn’t want to “inherit her place by the window”. • Esperanza wants to change her name. • She decides on ZeZe the X.
Poem Example Angela is what they call me. It means Angel you see. I have a large family. My body is not built like a tree. I have curves that go on for miles. People say, “I love it when she smiles.” My eyes are like almonds baked in the sun. I enjoy teaching students while having fun.
Group Work • Students will get into groups of three. • They will discuss how they can relate to Esperanza and how they are different. • They will discuss their backgrounds and come up with their own individual poems. • They will read their poems to the class.
Conclusion • The House on Mango Street will allow the students to express their feelings about things. • They can relate to the character because of situations she encounters and how she feels. • The poem will allow them to put their feelings into words.
Conclusion • Giving the students a book walk will help them think about the story. • Reading part 1 aloud and summarizing it will help them comprehend it better. • Speaking in content that they understand and at a slower pace will also help them. • Creating their own individual poems will help them express their feelings about themselves.
