House on Mango Street Lesson Plan: Exploring Identity and Cultural Heritage in the Classroom
### Introduction Sandra Cisneros's "House on Mango Street" is a coming-of-age story that follows the life of Esperanza Cordero, a young Latina girl growing up in a working-class neighborhood in Chicago. The novel tells the story of Esperanza's journey toward self-discovery and cultural identity as she navigates the challenges and joys of adolescence. This lesson plan is designed to use "House on Mango Street" to teach middle or high school students about themes of identity, cultural heritage, and the immigrant experience. The lesson plan includes a variety of activities designed to engage students in critical thinking and discussion. ### Learning Objectives After completing this lesson plan, students will be able to: * Identify and analyze the themes of identity and cultural heritage in "House on Mango Street." * Discuss the challenges and joys of growing up in a working-class neighborhood. * Analyze the characters' relationships with their families and their community. * Write a reflective essay about their own cultural heritage. ### Materials * Copies of "House on Mango Street" by Sandra Cisneros * Handouts with discussion questions and activities * Poster paper and markers * Index cards * Copies of the song "Mango Street" by Jimmy Eat World (optional) ### ProcedureDay 1: Introducing the Novel and Exploring Identity
1.Begin by introducing the novel and its author, Sandra Cisneros.
Share some brief biographical information about Cisneros and discuss her experiences as a Chicana writer. 2.Read aloud the first chapter of the novel, "House on Mango Street."
Ask students to pay attention to the descriptions of Esperanza's neighborhood and how she feels about it. 3.Lead a discussion about Esperanza's character and the challenges she faces.
Ask students to think about how her experiences reflect the experiences of other young people growing up in working-class neighborhoods. 4.Give students a handout with a list of discussion questions.
Ask them to answer the questions in small groups or as a whole class.Day 2: Cultural Heritage and Community
1.Begin by reviewing the discussion questions from the previous day.
Ask students to share their thoughts and insights about Esperanza's character and her experiences. 2.Lead a discussion about the role of cultural heritage in Esperanza's life.
Ask students to think about the ways in which her culture shapes her identity and her experiences. 3.Divide students into small groups and assign each group a different chapter of the novel.
Ask each group to read their assigned chapter and identify the cultural elements that are present. 4.Have each group present their findings to the class.
Discuss the different ways in which cultural heritage is expressed in the novel.Day 3: Identity and Relationships
1.Begin by reviewing the cultural elements that were identified in the previous day's discussion.
Ask students to think about the role that these elements play in Esperanza's relationships with her family and her community. 2.Lead a discussion about the different relationships that Esperanza has with the people in her life.
Ask students to think about how these relationships shape Esperanza's identity. 3.Have students create a poster that depicts the different relationships that Esperanza has with the people in her life.
Ask them to use symbols and images to represent these relationships. 4.Share the posters with the class and discuss the different ways in which Esperanza's relationships shape her identity.
Day 4: Reflective Essay
1.Begin by reviewing the main themes of the novel: identity, cultural heritage, and community.
Ask students to think about how these themes have resonated with them. 2.Ask students to write a reflective essay about their own cultural heritage.
Encourage them to write about the ways in which their culture shapes their identity and their experiences. 3.Share the essays with the class and discuss the different ways in which students' cultural heritage has shaped their lives.
Day 5: Creative Project
1.Begin by reviewing the novel and the activities that students have completed over the past few weeks.
Ask students to choose a creative project that they would like to complete to demonstrate their understanding of the novel. 2.Some possible creative project ideas include:
* Writing a short story or poem about a character from the novel * Creating a collage or painting that represents the novel's themes * Composing a song or rap inspired by the novel * Creating a video that tells the story of Esperanza's journey 3.Give students time to work on their creative projects.
4.Share the creative projects with the class and discuss the different ways in which students have interpreted the novel.
### Assessment Students will be assessed on their: * Participation in discussions * Completion of handouts and activities * Reflective essay * Creative project ### Extension Activities * Have students research the history of the Pilsen neighborhood in Chicago, where "House on Mango Street" is set. * Have students interview a family member or friend about their own cultural heritage. * Have students create a blog or podcast about the themes of "House on Mango Street." * Have students organize a community service project that benefits a local immigrant community.
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