Student Teacher: Mia Angelis Date Observed: 11/15/17

Subject: Language Arts/ Writing Lesson Topic: The House on Mango Street --

Grade: 10th Length of class: 50 minutes

Learning Objective (performance, conditions, criterion): Through this lesson students will
draw connections from the book The House on Mango Street, and make connection to their own
lives. Students will make observations about the titles, which chapters are most interesting in
reading and why, Cisneros’ uses the specific names she used in her vignettes. Students will then
create their own table of contents/ vignettes based on a concrete memory (of their own) that have
helped shape their lives/identity, and title it appropriately as Cisneros’ does.

Student Friendly Objective: Students will make book to self-connections, followed by creating
a personal table of contents page (with Cisneros-like title)/ vignette based on a concrete memory
with a descriptive title.

State Core Standard Alignment:

Writing Standard 10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences. (Students have been doing this throughout their whole time reading The House on
Mango Street).
Reading: Literature Standard 4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
Reading: Literature Standard 5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.

Core and Supplemental Materials:

Teacher Materials: Student Materials:
White board/ Smart board Self-made journals
Chart paper Writing tools
Laptop (Optional) Laptop (Optional)

Context for Learning:

Organization of the Whole group (10 students)
students (e.g., small Think/Pair/Share (2 students)
groups, whole group,
partners)
Pre-Lesson Assessment Ask students to review their ‘self-identity, self-definition’ journaling
Data that they did in October with me.

Have students write down a chapter title and predict/recall how the
title matched the vignette.
 (This lesson builds on my previous lesson that was taught in October.)

IEP Goal Links Accommodations: Many students work better in pairs as opposed to
(Also describe individual independent. The brainstorming portion of this lesson will encourage
student modifications & peers to work in pair, which will hopefully help to alleviate outbursts
accommodations)
and off-task behavior that stems from working individually.
However, since this assignment is the foundation for an
autobiographical incident assignment a majority of this work
must be done independently. Sharing of ideas to help others is
encouraged.

Pre-Instructional Set: (Approximately 3 minutes)

Gain students’ attention Whole Group: #/minutes
(Activity and Script) Class, as we have continued to read The House on Mango
Street, I encouraged you to think about the way each of 2 minutes
you connected with the book. We talked about self-
identity, self-definition and what our names meant.
Today, I want us to think more in-depth about moments /
memories that we have stored away that have shaped us
today.

Inform students of Todays learning objectives include: #/minutes

learning objective(s)
• Reviewing the Table of Contents together.
• Making inferences on chapter titles that haven’t (3-5
minutes)
been read/ reflecting on chapters that have been
read and how the title did/didn’t fit the vignette.
• Discussion on the creativity of Cisneros’ chapter
titles and the impact her chapter titles have on the
reader’s interest/ curiosity.
• Students will begin to generate their own 10
“Chapter Titles”
• Once “Chapter Titles” have been approved, they
should create a table of contents based on their
own lives. Students should come up with a table of
contents.
• The final draft of their table of contents should be
artistically/creatively displayed and illustrated;
followed by picking one “title” that can be turned
into an autobiographical vignette

* NOTE: The auto-biographical vignette will most likely

be taught by my mentor teacher at a later date

“This is important to This semester we have been working on narrative writing/ #/minutes
know because…” drawing textual evidence and analyzing word choice that
(Informed instruction) authors use to convey meaning and tone in their writing. (30 seconds
to 1 minute)
 By combining our skills we learned in this lesson plan and
the previous ones will help us to become more efficient
and strong writers.

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to N/A #/minutes
review, if applicable
(0 minutes)
Review of prior N/A #/minutes
knowledge, if Could possibly review previous journal entries the
applicable students have written since they have all been about (0 minutes)
personal experiences, but this is not necessary for this
lesson.

Vocabulary to pre- (N/A but for those who may need a refresher) #/minutes
teach, if applicable
Table of Contents: A list of titles of the parts of a book (2 minutes)
or document, organized in the order in which the parts
appear.
Vignette: a brief evocative description, account, or
episode.

Instruction: (Approximately 20 to 40 minutes – depending on length of class)

Explicit Modeling of To begin: #/minutes
Skill (what cognitive I will start with my attention grabber that was written
steps should the above.
students be using to
successfully perform Followed by asking students to look through the table of
the skill?) contents with me and start to discuss what we notice
(10 to 15
(I DO IT) about the titles. Talk about the connections we have made minutes)
with specific titles (personal or how they relate to the
vignette)

Next I will begin to explain what our task for the day is—
creating our own table of contents with ~10 chapter
names that resonate with our own personal memories or
life experiences that have shaped us individually.
Explaining that eventually (possibly even during this
lesson) they will begin to write their own vignette in
Cisneros style.

To start my guided practice on chart paper/ or the white

board I will begin writing out some of my own chapter
names and explaining why I chose these chapter names
and the connection I have with said chapter names.

A few examples of the chapter titles I will show them are

• Croutons – I would explain the significance of this
name and how it embodied my childhood
innocence.
• Hair, hair, hair, Skin – I would explain the desire I
 had to have the dark hair and skin that everyone
else has in my family and how I did not look like
them.
(Explain how I would use this title similar to how
Cisneros used hers “Hairs” titles and why it
resonated with me personally.)

Guided Practice This phase wouldn’t be much longer than 5-10 minutes. I
(WE DO IT) would ask the students to help me generate some [school
appropriate] titles that we would use if we were going to
be creating a table contents / vignettes based on school.

I will ask the students to pair up with their partners and

#/minutes
THINK/PAIR/SHARE some title ideas.
(5-10
minutes)
Together the students and I will come up with titles that
would be applicable to school.

I will check students understanding by having them

explain the reasoning behind the titles they came up with.

Strategies to check for The way I will check for understanding is via the
understanding Think/Pair/Share. If during this time students aren’t
grasping the significance of Cisneros titles and why their
names hold such significance in her vignettes I would use
this as the time to go back to Phase I (I do it) and explain
more clearly how Cisneros titles shaped the tone and the
meaning of her vignettes.

(Keeping in mind during the Think/Pair/Share the

students are coming up with titles about SCHOOL, but if
there title was “dog” and they couldn’t explain why this
held significance to school I would know they weren’t
grasping the meaning of a meaningful title to guide the
vignette.)

Independent Practice Once our discussion has ended, the students will move to
(YOU DO IT) independent practice. Independent practice will include
taking out their independent writing journals and
beginning brainstorming roughly 10 personal table of
contents titles. If they are able to come up with enough
#/minutes
titles and get checked off by me (showing that there is
(~20
meaning to this titles, not simply random words) they
minutes)
would then be allowed to enter the writing of their
vignette stage. (This will be a brainstorming paper;
however, students need to share a bit about each title so I
don’t know if they will reach this stage.)

However, it is not required that they reach that point.

 Students will be encouraged to take a lot of time
developing and decorating their table of contents page.

If needed, how will you address re-teaching of specific skills.

I think the one concept that may need further addressing / re-teaching would be seeing the
meaning behind Cisneros titles and the effect they had on Cisneros vignette i.e. students will…

“Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.”

If this standard/ skill is still unclear I will need to take more time to clarify it for the students.

Assessment:
Concrete and tangible I have provided formative assessments by continuously asking
assessment to know question for the students to answer throughout the lesson plan and that
whether students have allowed me to assess and scaffold the students throughout.
met learning objective
The journal is a non-intimidating form of summative assessment
because I will review the journal entries to see how and if the students
drew textual evidence to support their self-connections leaving three
positive comments in their journals on a sticky note of things I liked
and tow areas that it think could use improvement.

(Keep in mind they have been using these journals since they started
the book with me)

Finally once students write the autobiographical vignette that will

serve as an overall assessment of both lessons that I have taught and
what they have learned from reading the book.

Closure: (1 – 5 minutes)
Organization/transition “I am so impressed with how well each of you worked #/minutes
routines (e.g., put today! You worked well with your partners and put in
assignments in folders, great effort with out class discussion. When the bell rings,
prepare for bell, please make sure to leave your journals on my desk so I
transition to next can review your writings and leave comments. Great work (1 – 5
lesson/activity today, see you all tomorrow! minutes)

Extension: A way to extend this lesson plan would be asking the students to go home and ask if
their parents/grandparents/or siblings to name a few chapter titles that they would have on their
table of contents and bring those ideas back to class to share with us. Also, truly following
through and writing the autobiographical vignette would be an extension of this lesson.