Tabitha Vinciguerra

EDU537 UNIT PLAN DAY 3

Grade 7 Topic: Cultural Aspects in The House on Mango Street

Prof. Rizzo
10/21/2015
Content Area: English

ELA
Instructional Objective
After class discussion and activities regarding the role of culture and reading excerpts
from Sandra Cisneros The House on Mango Street, students will construct a word cloud
of their name, including its cultural origin, based on the teachers rubric.
Standards and Indicators
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
This will be evident when students analyze whether or not the protagonist in the
novel likes her name and why or why not.
CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
This will be evident when students work cooperatively in groups to discuss
factual and stereotypical cultural components and express them in a Venn
diagram.
CCSS.ELA-LITERACY.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or
alter history.
This will be evident when students complete the exit slip, answering the question
whether or not a societys outlook on a particular culture affects how the people of
that culture feel about themselves.
This will be evident when students of academic enrichment research current
events that coincide with the exit slip.
CCSS.ELA-LITERACY.L.7.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
This will be evident when students interpret the My Name chapter and unveil
how the protagonist describes the various meanings of her name and record
information in the graphic organizer.

CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
This will be evident when students work cooperatively and evaluate the Those
Who Dont chapter, when the protagonist expresses how she feels when people
are quick to others from her community and similar cultural background.
Motivation
Students will be prompted with the following question on the Smartboard: Do you like
your name? Why or why not? If you could change your name, would you? What would
you change it to and why? Students may complete on a sheet of loose-leaf in their
notebooks.
Materials
Students will be engaged in todays lesson with the use of the House On Mango Street
novella, Smartboard, pens, notebooks, daily do now (chapter titles organizer), My Name
graphic organizer exit slip, Venn diagram worksheet, guided questions worksheet, Wordle
rubric
Strategies
The strategies incorporated into this lesson include group work, cooperative learning,
direct instruction, and modeling.
Adaptations
Students with reading disabilities will be provided a partially filled out my name
graphic organizer with sentence starters, so she can focus more on listening instead of
copying down notes. Julia will also be provided with the Venn diagram with key prompts
that will spark ideas to share with her group. Lastly, Julia will be provided an audio
recording so that she can listen to the text as many times as needed.
Differentiation of Instruction
Students with reading disabilities, as well as other Tier 1 students, will be given prompts
when completing the My Name wordle. They will also be provided terms and sentence
starters as a foundation to complete the assignment. Julia will also be allotted one
additional day to complete the assignment.
Tier 2 students will complete the My Name wordle, including the names cultural
origin, original meaning, as well as traits and feelings related to their names.

Tier 3 students will complete the My Name wordle based on their name. After helping
other students, students in this tier will review their Venn diagrams and research a current
event, analyzing whether or not it portrays factual or stereotypical cultural components.
Developmental Procedures
(What are some examples that show that proves she does not like her name?)
Students will reflect on the My Name chapter and complete a graphic organizer
analyzing how the protagonist perceives her name to mean.
(Regardless of which culture your group chose, what were some similarities and
differences did they all have? What are some examples of good components of culture?)
Students will break down the text of the chapter Those Who Dont and complete a
Venn diagram in groups, outlining factual cultural components and stereotypical
components with a culture of their choice (Italian, Latin American, Indian, African
American, etc).
(In what ways does the meaning of your name accurately or inaccurately represent you?)
Students will research the meaning of their name, its cultural history, and other traits.
They will then produce a wordle on a computer for homework.
(How can this be negative perception be reversed or rectified?)
Students will complete an exit slip before leaving class. The student will decide whether
or not a societys perception of their culture affects how he or she feels about himself.
Assessment

Students will identify and summarize chapters by completing the chapter titles
organizer do now.
Students will compare their personal lives with the protagonists life by creating
their own chapter titles as if it were written in their point of view.
Students will successfully organize the protagonists opinion of her name and
analyze how she portrays herself in the novel in the graphic organizer provided by
the teacher.
Students will accurately complete guided comprehension questions of the novel
by selecting appropriate text evidence to support their answers.
Students will outline factual and stereotypical parts of culture by completing a
Venn diagram in groups.
Students will research and investigate their first names in relation to culture and
create a wordle word cloud in accordance to the teachers rubric.
Students will answer the exit slip, reaffirming their understanding that openmindedness to other cultures can affect a person and their self-worth.
Independent Practice

Students will complete their name project and express the meaning of their name similar
to what is seen in the My Name chapter of the novel. The finished product should be
completed in wordle format, a website used to create word clouds. Students will have a
copy of the teachers rubric so they are aware of the quality work that is expected of
them. The teacher will have a sample wordle for students with reading disabilities to
reference when she is creating a wordle of her own.
Follow-Up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention: Julia, will revisit the my name chapter with the teacher,
and research the meaning of her name to create the Wordle together after or before school
at extra help.
Academic Enrichment: In regard to the stereotypes and factual cultural components,
students will be asked if this cultural close-mindedness exists today, and to find a current
event that proves it does or does not.
References
Amato, J. House on Mango Street Chapter Titles Project. Retrieved October 19, 2015,
from https://www.teacherspayteachers.com/Product/House-on-Mango-Street-ChapterTitles-Project-697916
Cisneros, S. (1984). The House on Mango Street. New York, NY: Vintage Books.
Gliffy Editor - Online. (2015, October 19). Retrieved October 19, 2015, from
https://www.gliffy.com/go/html5/launch?app=1b5094b0-6042-11e2-bcfd-0800200c9a66
Wordle - Beautiful Word Clouds. (2015, October 20). Retrieved October 20, 2015, from
http://www.wordle.net/