Advanced ESL - The House On Mango Street - Week 1
Advanced ESL - The House On Mango Street - Week 1
Advanced ESL - The House On Mango Street - Week 1
We
invite you to adapt it for your own classrooms.
Focus of Week 1
Reading the first nine chapters of the novel.
Understanding and identifying similes, metaphor, and personification.
Creating a character chart, beginning with the main character, Esperanza.
Establishing a personal response journal.
Writing summaries.
Using simple past to retell or summarize a story.
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 1 House on Mango Street Unit
House on Mango Street Unit: Week 1, Monday
Lesson Plan
Warm up for today’s Lesson
Description: Discuss general strategies for reading a novel and read background on the author and the short
novel to be read over the next four weeks.
Materials/Prep: Handout: Sandra Cisnero and The House on Mango Street
Activity 1: Literacy/vocabulary
Description: “BEFORE YOU READ” class discussion
Materials/Prep: Textbook: The ESL Reader’s Companion to The House on Mango Street, p. 4
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 2 House on Mango Street Unit
Activity 5: Literacy/Vocabulary
Optional Activity—Do as time allows
Description: Word Study
Materials/Prep: Index cards with unfamiliar words on them; learners’ dictionaries
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 3 House on Mango Street Unit
Teacher Directions: Warm up: Read Author and Novel Background
Step 1: Context
Ask students to think of a time when they tried to do something challenging and they kept trying until
they improved, such as learning to use a new phone, learning to cook, or some other skill. Invite
learners to share their experiences. What was challenging? What made you keep trying?
Explain that students will be reading a novel over the next few weeks. They will find it challenging,
especially at first. There will be a lot of vocabulary they don’t know. It is important to keep pushing
through, even though you don’t know all the words. Keep trying to read more and you will come to
understand more. Encourage each other to keep going.
Step 1: Context
Share with learners the purpose of the “Before You Read” vocabulary
explanations, as provided by the textbook:
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 4 House on Mango Street Unit
Limit discussion of the new vocabulary to 15 minutes. If desired, students may study the words in
more depth at home.
Step 1: Modeling
Turn to chapter 1 of the novel The House on Mango Street, also entitled
“The House on Mango Street.” Read the first few paragraphs aloud. As you
read aloud, say your thoughts about what you are reading. Focus
especially on questions that you have as you read. When you read an
unfamiliar word, say your thoughts as you use context clues to define it.
If the class gets stuck and can’t figure out what a word means, instruct
them to write that word on an index card and then continue reading—
don’t use a dictionary yet. They will work with the words on the cards later, as time allows.
As they come across words they would like to look up, remind them to write each word on an
index card for later instead of using a dictionary.
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 5 House on Mango Street Unit
Step 4: Class Discussion
Discuss the text. DO NOT tell the answers to the learners! Instead, refer students back to the
text to find the answers. Ask them to give the location of the evidence they find (page number,
paragraph number, etc.)
How is the house on Mango Street different from the places where the family lived before?
Is Esperanza happy to be living there? What evidence from the story supports your answer?
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 6 House on Mango Street Unit
Teacher Directions: Activity 4: Literacy & Listening/speaking –Materials: Textbook:
The House on Mango Street, pp. 6-7
As they come across words they would like to look up, remind them to write each word on an
index card for later instead of using a dictionary while they read.
Step 1:
Divide students into groups of 3, or they may work in pairs. Instruct the students to place all their
vocabulary index cards on the table, so they can see them all at once. The groups should choose two or
three of the words to look up in their dictionaries, depending on how much class time is left. They may
use any criteria they want to choose the words.
Step 2:
Students look up the words in dictionaries. They may copy the definitions, if they wish.
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 7 House on Mango Street Unit
Teacher Directions: Activity 6: Literacy/Checking for Understanding—Materials:
Textbook: The ESL Reader’s Companion to The House on Mango Street, pp. 9-10 and designated
notebooks for regular journaling
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 8 House on Mango Street Unit
Sandra Cisneros and The House on Mango Street
(INFORMATION FROM WWW.SANDRACISNEROS.COM)
INSTRUCTIONS:
1. Read about the author and her famous novel.
2. Answer the following questions.
Sandra Cisneros was born in Chicago, but currently lives in Mexico. She was
the middle child of six. She was the only girl. She has been writing for over 45
years. In addition to writing, she has been a teacher and a youth counselor.
Her very famous book, The House on Mango Street, was first published in
1984. Millions of copies have been sold since. In 1985, it received the Before
Columbus Foundation’s American Book Award. This award program “…respects
and honors excellence in American literature without restriction or bias with
regard to race, sex, creed, cultural origin, size of press or ad budget, or even
genre.” (www.beforecolumbusfoundation.com)
4. What type of book is The House on Mango Street? Or, what genre is it?
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 9 House on Mango Street Unit
Summarizing Chapter One
(THIS EXERCISE IS BASED ON THE ESL READER’S COMPANION TO THE HOUSE ON MANGO STREET’S P.11)
INSTRUCTIONS:
1. Put the following sentences in order to create a paragraph that summarizes the first
chapter of The House on Mango Street.
2. Fill in the spaces with the correct past tense form of the verb in parentheses. Many
are irregular (do not take –ed endings), so be careful!
But the house on Mango Street ___________ (is) not the house they used to talk about, not
the house she dreamed about.
In those days, her parents always ___________ (speak) about the house they were going to
own someday.
Before they ____________ (move) there, they ___________ (rent) a series of poor
apartments.
It ______________ (is) small and in bad condition, so she ______________ (is) disappointed in
it.
In “The House on Mango Street,” the narrator ______________ (describe) moving to Mango
Street with her family.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 10 House on Mango Street Unit
Irregular Verbs, (4 pages)
This is a list of some irregular verbs in English. Of course, there are many others, but these are
the more common irregular verbs. (www.englishclub.com)
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 11 House on Mango Street Unit
dig dug dug
do did done
go went gone
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hold held held
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sell sold sold
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 14 House on Mango Street Unit
House on Mango Street Unit: Week 1, Tuesday
Lesson Plan
Warm up for today’s Lesson/Review
Description: Volunteers summarize yesterday’s reading to the class without using any notes and using the past
tense.
Materials/Prep: none
Activity 1: Literacy/vocabulary
Description: “BEFORE YOU READ” class discussion
Materials/Prep: Textbook: The ESL Reader’s Companion to The House on Mango Street, p. 4
Activity 5: Literacy/Vocabulary
Optional Activity—Do as time allows
Description: Word Study
Materials/Prep: Index cards with unfamiliar words on them; learners’ dictionaries
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 15 House on Mango Street Unit
Activity 6: Literacy/Checking for Understanding
Description: “Points of Departure” journal writing (responding to prompt one)
Materials/Prep: Textbook: The ESL Reader’s Companion to The House on Mango Street, pp. 9-10; learner
notebooks designated for journaling
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Teacher Directions: Warm up: Summarize Chapters One and Two
Learners volunteer to stand and summarize The House on Mango Street, chapters one and two, without
looking at any handouts, notes, or the novella itself. Learners must recall the characters, setting, and
plot. It may be a collaborative effort or individuals may compete to see who can give the most concise
summary. Learners should use the past tense consistently as they retell, or summarize, chapters one and
two. This will also help support any learners that may have been absent on day one.
If learners struggle to give a summary, write the following hints on the board:
characters (people)
setting (when and where the story takes place)
plot (what happened)
Step 1: Context
Learners may find reading the text challenging, especially at first. There
will be a lot of vocabulary they don’t know. It is important to keep
pushing through, even though you don’t know all the words. Keep
trying to read more and you will come to understand more. Encourage
each other to keep going.
Share with learners the purpose of the “Before You Read” vocabulary
explanations, as provided by the textbook:
The last statement is exemplified by the term “flat,” meaning “apartment,” which in Midwestern
U.S. isn’t very useful speech, but knowledge of its noun form existence in other English-speaking
cultures is helpful, especially at the advanced level.
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 17 House on Mango Street Unit
Step 3: Partner Practice
Learners pair up and practice using “make the best with what she/he/you got” and “the story goes,”
because those may be the most useful phrases for personal application. Learners think of two
situations in which they might be able to use the aforementioned phrases. Later, they will see how
they are used in chapters three and four of The House on Mango Street.
Limit discussion of the new vocabulary to 15 minutes. If desired, students may study the words in
more depth at home
If the class gets stuck and can’t figure out what a word means, instruct
them to write that word on an index card and then continue reading—don’t use a dictionary yet. They
will work with the words on the cards later, as time allows.
As they come across words they would like to look up, remind them to write each word on an
index card to look up later instead of using a dictionary while they read.
Why do you think Esperanza’s brothers can’t let anyone see them talking to girls?
How old do you think Esperanza is? What evidence from the story supports your answer?
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 18 House on Mango Street Unit
Teacher Directions: Activity 3: Literacy & Critical Thinking –Materials: Handout:
Similes, Metaphors, and Personification; a projector (optional for corrections)
Step 4: Corrections
Correct together, eliciting responses from learners. Time-permitting, have learners come
forward to write answers in a projected copy of the handout. Discuss the accuracy of the learner
responses as a class.
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Step 2: Class Discussion
Discuss the text. DO NOT tell the answers to the learners! Instead, refer students back to the text to
find the answers. Ask them to give the location of the evidence they find (page number, paragraph
number, etc.)
What are Esperanza’s feelings about her great-grandmother? What evidence from the story
supports your answer?
Step 1:
Divide students into groups of 3, or they may work in pairs. Instruct the students to place all their
vocabulary index cards on the table, so they can see them all at once. The groups should choose two or
three of the words to look up in their dictionaries, depending on how much class time is left. They may
use any criteria they want to choose the words.
Step 2:
Students look up the words in dictionaries. They may copy the definitions, if they wish.
Learners continue their Personal Response Journals. If any learners were absent yesterday, provide
some context for this activity by giving them “Suggestions for Writing,” pp. 9-10 from The ESL Reader’s
Companion to the House on Mango Street.
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Learners should answer one of the two questions listed below before leaving class today. This is the
learners’ “Exit Ticket.” This journal entry should differ from a summary. A personal response is a
reaction to the text, making a personal connection to what one has read.
1) Esperanza says that “the Chinese, like the Mexicans, don’t like their women strong” (p.
10). If you are Chinese or Mexican, do you believe this is true? Why or why not? If you
have a different ethnic background, do people of your ethnicity or culture like women to
be strong? Explain.
2) Esperanza described “the house Papa talked about when he held a lottery ticket” (p. 4).
Do you ever buy lottery tickets? If yes, how do you wish to spend your winnings? Would
you buy a dream home? If no, why not?
Inform learners that only a teacher/coordinator will read the Personal Response Journal.
Teachers/coordinators will be reading to check for comprehension and clarity, but will not be doing a lot
of editing, because journaling does not involve edit/revision steps. Learners will not be expected to
share anything recorded here with classmates, so they should write freely. Learners may share journal
entries if they wish, but it is always optional.
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 21 House on Mango Street Unit
Similes, Metaphors, and Personification
INSTRUCTIONS:
1. Read the definitions and examples of each listed below.
2. Complete the exercise that follows (numbers 1-4) by labeling each as simile,
metaphor, or personification.
Simile: (definition) a figurative comparison of two things that usually are not considered
similar; similes contain “like” or “as”
Metaphor: (definition) a figurative comparison of two things that usually are not considered
similar that states one is the other; metaphors do not use “like” or “as”
1) “It” [My name] “is the Mexican records my father plays on Sunday mornings when he is shaving,
songs like sobbing.” (p. 10)
_____________________________________________
2) “But in Spanish my name is made out of a softer something, like silver, not quite as thick as
sister’s name—Magdalena—which is uglier than mine.” (p. 11)
_____________________________________________
3) The house on Mango Street has “tight stairs and windows so small you’d think they were
holding their breath.” (p. 4)
_____________________________________________
_____________________________________________
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House on Mango Street Unit: Week 1, Wednesday
Lesson Plan
Warm up for today’s Lesson
Description: CLASS DISCUSSION: “My Name:” Do you like your name? What does it mean? Who chose your
name? What’s your favorite name, and why?
Materials/Prep: A computer with Internet connection (optional)
Activity 4: Literacy/Vocabulary
Optional Activity—Do as time allows
Description: Word Study
Materials/Prep: Index cards with unfamiliar words on them; learners’ dictionaries
In review of the chapter “My Name,” learners discuss the importance and meaning of their own names.
In small groups or as a whole class, address the following questions:
Do you like your name?
What does your name mean? (your given names and/or your surname)
Who chose your name?
What is your favorite name and why? Is it your own name? Is it the name of a loved one? Is it
the name of a famous person? Etc.
Teacher Directions: Activity 1: Grammar & Critical Thinking –Materials: Textbook: The
ESL Reader’s Companion to The House on Mango Street, pp. 12-13 (Learners will only be completing
Activities 2 & 3; if possible, cover up ”Points of Departure” on p. 13 and keep everything to one sheet.)
Step 1: Context
Explain to learners that they will be practicing consistency in verb tense
when writing a summary. The textbook
explains that summaries of stories may
be written in simple present, because a
story can be told again and again.
Suggestion: If learners are
However, a story can be summarized in
confused by the term
the simple past as well when we feel as ”consistency,” use an analogy
though the events have already to help guide them to
happened and the audience has missed understand it better, such as
the plot. The key to a good and clear comparing consistent present
summary of a story is consistency. verbs to the learner who is
consistently present or on
Step 2: Practice time for class.
Learners complete Activities 2 and 3 independently.
Step 3: Correct
Project the text page so learners can volunteer to come forward to fill
in answers. Discuss the accuracy of learner responses as a class.
Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 24 House on Mango Street Unit
Teacher Directions: Activity 2: Literacy & Listening/speaking –Materials: Textbook:
The House on Mango Street, pp. 12-16; index cards
1. She says… (p. 12) = Usually when we write what someone said,
we use the past tense: “she said.” The present tense is used in
informal spoken and written English, or when someone says
something repeatedly, as in: “My mother always says, ‘Eat your
vegetables.’”
2. great great grand cousin (p. 12)= a distant cousin (Cathy has
invented this phrase.)
4. donuts (p. 13)= doughnuts (small fried cakes in the shape of a circle)
Step 1: Modeling
Turn to chapter 4 of the “The House on Mango Street.” Read the first few lines aloud. As you read aloud,
say your thoughts about what you are reading. Focus especially on questions that you have as you read.
When you read an unfamiliar word, say your thoughts as you use context clues to define it.
If the class gets stuck and can’t figure out what a word means, instruct them to write that word on an
index card and then continue reading—don’t use a dictionary yet. They will work with the words on the
cards later, as time allows.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 25 Advanced House on Mango Street Unit
“Our Good Day” aloud. Learners should be encouraged to question the text as they read. Learners
should strive for fluency at this point and attempt to use context clues.
As they come across additional words they would like to look up, remind
them to write each word on an index card for later instead of using a Make sure learners understand
dictionary while they read. that in “Cathy Queen of Cats” the
pronoun “she” often refers to
Cathy, but sometimes to women
being described in the
Step 3: Class Discussion neighborhood. Also, make sure
Discuss the text. DO NOT tell the answers to the learners! Instead, refer learners understand the
students back to the text to find the answers. Ask them to give the location grammar correction Esperanza
of the evidence they find (page number, paragraph number, etc.) attempts to make in “Our Good
Day” on p. 15. There is humor
and bluntness/rudeness that
may need explaining in the final
What does Cathy talk to Esperanza about? comment made by Esperanza’s
new friend when she says,
“You’ve got quite a load there
What are two reasons why this is a good day for Esperanza? What too.”
evidence from the story supports your answer?
Step 1: Context
A character analysis gives readers a stronger understanding of the story and helps them to become
better critical thinkers, because they must question character motive and symbolism. Writers use
character analysis when they write a story to help them decide plot or how relationships between
characters will work. Book reviewers, or critics, also use character analysis when they review the
quality of a story.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 26 Advanced House on Mango Street Unit
Step 2: Graphic Organizer
Learners fill in Character Analysis Charts for Esperanza, Nenny, and Cathy, covering chapters “The
House on Mango Street” through “Our Good Day.” Learners need to list actions made and/or words
said by the characters that prove or support the characteristics they choose for them. For example,
if a learner decides that a characteristic of Esperanza is that she is “hopeful,” he or she must find
some evidence from the story that supports this claim. This evidence might be found in something
Esperanza did or said. Once the evidence has been found, page numbers must be provided in the
pages column of the chart.
Elicit one characteristic for Esperanza and actions or words that show this characteristic. Direct
learners to open their books and find a page number to support this characteristic.
Learners continue filling out the chart independently about Esperanza, Nenny and Cathy.
Make sure learners are not filling in sections that they have not read yet, as Esperanza’s character
will be revisited towards the end of the novella.
Step 3: Discuss
Project the Character Analysis Chart and elicit responses from learners. List learner ideas and
evidence as provided. Ask learners to explain their analysis ideas as thoroughly as possible via whole
class discussion.
Step 1:
Divide students into groups of 3, or they may work in pairs. Instruct the students to place all their
vocabulary index cards on the table, so they can see them all at once. The groups should choose
two or three of the words to look up in their dictionaries, depending on how much class time is left.
They may use any criteria they want to choose the words.
Step 2:
Students look up the words in dictionaries. They may copy the definitions, if they wish.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 27 Advanced House on Mango Street Unit
Teacher Directions: Activity 5: Literacy/Checking for Understanding—Materials:
designated learner notebooks for personal response journaling
Learners should respond to the question below before leaving class today. This is the learners’ “Exit
Ticket.” This journal entry should differ from a summary. A personal response is a reaction to the text,
making a personal connection to what one has read.
When was your “good day”? How would you describe it? What made it special?
Inform learners that only a teacher/coordinator will read the Personal Response Journal.
Teachers/coordinators will be reading to check for comprehension and clarity, but will not be doing a lot
of editing, because journaling does not involve edit/revision steps. Learners will not be expected to
share anything recorded here with classmates, so they should write freely. Learners may share journal
entries if they wish, but it is always optional.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 28 Advanced House on Mango Street Unit
Character Analysis Chart
Character Actions Words Pages Characteristics
(adjectives determined by reader)
Esperanza
“The House on
Mango Street” to
“Our Good Day”
Nenny
“The House on
Mango Street” to
“Our Good Day”
Cathy
“Cathy Queen of
Cats”
Alicia
“Alicia Who Sees
Mice”
Sally
“Sally” &
“Linoleum Roses”
Esperanza
“The Three
Sisters” to end of
novella
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 29 Advanced House on Mango Street Unit
House on Mango Street Unit: Week 1, Thursday
Lesson Plan
Warm up for today’s Lesson
Description: Write no more than three sentences summarizing what happened in the chapters read yesterday
(Cathy Queen of Cats and Our Good Day).
Materials/Prep: No materials; Prep requires writing instructions on the board prior to learners’ arrival. See
detailed plan for specific instructions.
Activity 4: Literacy/Vocabulary
Optional Activity—Do as time allows
Description: Word Study
Materials/Prep: Index cards with unfamiliar words on them; learners’ dictionaries
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 30 Advanced House on Mango Street Unit
Activity 5: Checking for Understanding
Description: Take a practice reading test covering simile, metaphor, and personification.
Materials/Prep: Handout: Reading Test Practice—Figurative Language; a projector
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Teacher Directions: Warm up: Writing a 3-sentence Summary-Prep: Post the
guidelines listed below on the board.
In review of the chapters “Cathy Queen of Cats” and “Our Good Day,” learners write a three-sentence
summary following these guidelines:
Do not copy any sentences directly from the book! Only paraphrase.
Don’t be too broad or too narrow in your summary. Try to be concise so that readers feel it is a
reasonable review of what was read in class yesterday.
Do not include your opinion or feelings in the summary. Only restate what happened. When
opinion or feelings are included, it is no longer a summary, but a reaction or response to the
text. This is a different type of writing.
Ask a few learners to share their short paragraph summaries with the whole class.
7. ice cream bells… (p. 17) = In the summer, ice cream trucks
travel around city streets to sell ice cream. When they arrive at
a park or in a neighborhood, the drivers get people’s attention
with the sound of small bells.
8. a junk store (p. 19)= a store that sells used things which are
usually of little value
10. this ain’t for sale (p. 20)= this is not for sale (The word “ain’t” is non-standard English.)
11. with the limbs flopping (p. 21)= with the arms or legs moving freely and loosely
12. lopsided (p. 22)= with one side lower than the other
14. Tarzan (p. 22)= a fictional character, from a novel and movies, who was raised by apes in
the African jungles
Limit discussion of the vocabulary to 10-12 minutes.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 32 Advanced House on Mango Street Unit
Step 2: Guided Practice
Students open their books to chapter 7 of The House on Mango Street, entitled “Laughter.” Read
the first few lines aloud as students follow along. Pause and ask students what they are wondering
about so far as they read. Ask students to reread the text to find clues about the meaning of new
words.
If the class gets stuck and can’t figure out what a word means, instruct them to write that word on
an index card and then continue reading—don’t use a dictionary yet. They will work with the words
on the cards later, as time allows.
Learners keep notes on vocabulary words 7-14 nearby as they read in small groups in order to
reference new terms.
As they come across additional words they would like to look up, remind them to write each word
on an index card for later instead of using a dictionary while they read.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 33 Advanced House on Mango Street Unit
If a group consists of only three learners, combine the roles of time-keeper and presenter, as these
two roles will not have simultaneous responsibilities. Make sure the responsibilities of each role are
clearly conveyed both in writing and orally by listing them on the board and explaining as necessary.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 34 Advanced House on Mango Street Unit
Step 2: Partner Practice
After all pairs have completed 10 sentence parts, they should work together to match the initial 5 to
the latter 5, creating 5 complete sentences. The completed sentences should each form a simile,
metaphor, or personification taken directly from the novella.
Step 1:
Divide students into groups of 3, or they may work in pairs. Instruct the students to place all their
vocabulary index cards on the table, so they can see them all at once. The groups should choose two or
three of the words to look up in their dictionaries, depending on how much class time is left. They may
use any criteria they want to choose the words.
Be sure to leave enough time for the Checking for Understanding activity.
Step 2:
Students look up the words in dictionaries. They may copy the definitions, if they wish.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 35 Advanced House on Mango Street Unit
Teacher Directions: Activity 5: Literacy/Checking for Understanding—Materials: Handout:
Reading Test Practice—Figurative Language; a projector
Pass out the Reading Test Practice handout. Give everyone 5-10 minutes to complete questions 1-4.
Use this time to circulate the room and see who has mastered this skill and who needs extra practice.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 36 Advanced House on Mango Street Unit
Comprehension Questions, Chapters 7-9
INSTRUCTIONS:
Discussion Manager reads questions aloud. Every member of the group participates in
answering the questions. The recorder writes down everyone’s answers or a very good
summary of answers with the help of his/her team. Do not move on to a new question, if the
recorder is not ready! Work together at all times. Pay attention to the time-keeper. Try to
complete all questions in 20 minutes.
1) Why did Nenny say, “That’s what I was thinking exactly,” (p. 18)? Choose the answer below that
seems the best, and be ready to explain your choice in class.
_________ the house was built in a Mexican style.
_________ Nenny wants to defend her sister from Rachel and Lucy’s laughter.
_________ Nenny doesn’t want Rachel and Lucy to know that her sister is crazy.
2) Who in your discussion group would like to go into Gil’s store? Why? Provide a reason other
than: “It would be interesting.”
5) Write a question or two that your group has about the novel so far:
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 37 Advanced House on Mango Street Unit
Figurative Language Walking Dictation Strips
(round 1)
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 38 Advanced House on Mango Street Unit
Figurative Language Walking Dictation Strips
(round 2)
and runs the same way its owner does, clumsy and wild.
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 39 Advanced House on Mango Street Unit
Figurative Language Walking Dictation,
Answers
The dog is big, like a man dressed in a dog suit and runs
the same way its owner does, clumsy and wild. (simile
or personification)
But what you remember most is this tree, huge, with fat
arms and mighty families of squirrels. (personification)
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 40 Advanced House on Mango Street Unit
Reading Test Practice—Figurative Language
My great-grandmother. I would’ve liked to have known her, a wild horse
of a woman, so wild she wouldn’t marry. Until my great-grandfather threw a
sack over her head and carried her off. Just like that, as if she were a fancy
chandelier. That’s the way he did it.
And the story goes she never forgave him. She looked out the window
her whole life, the way some women sit their sadness on an elbow. Esperanza.
I have inherited her name, but I don’t want to inherit her place by the window.
At school they say my name funny as if the syllables were made of tin
and hurt the roof of your mouth. But in Spanish my name is made of a softer
something, like silver.
(The House on Mango Street, pp. 10-11)
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 41 Advanced House on Mango Street Unit
Reading Test Practice—Figurative
Language, Answers
1. C. sadness
Nikki Carson-Padilla, Minnesota Literacy Council, 2013 p. 42 Advanced House on Mango Street Unit