Input: This is an all-inclusive
lesson plan that will take minimum 3 weeks to complete all assignments.
The students will read House on Mango Street by Sandra Cisneros, write a series of
vignettes like Cisneros's format in the book, and create a Myspace page
for a character in the book with a group of peers.
Instructional Materials Needed: Paper and Pencil, word processor with peer editing capability, and internet access.
Lesson Objective (Learning Targets)
Students will learn and apply the following concepts:
The NETS standard that this lesson will most closely relate to is number 4: Critical thinking, problem-solving, and decision making. The objective will be met in the course of the students' peer reviewing and Myspace page creations.
Grouping Students for Instruction:
Students will be grouped in 3's or 4's for peer review and Myspace page creation
LEARNING EXPERIENCES: 5 E's
Engage (10 min):
Explore (2-3 days): Read the text... Students will be asked to keep in mind the personal characteristics of 1-2 of the characters and to document them by active reading and note taking.
Explain (30 min): Revisit anticipation guide. Did any of the original responses change? Why or why not?
Elaborate(90 min): Students will create a Myspace page for one of the characters in Cisneros's book.
Evaluate (2 days per vignette. 20 days total) : Students will write vignettes of at least 1 paragraph and no more than 2 pages. The goal of the assignment is to mimic Cisneros' reflective and partially narrative style.
Checking for Understanding/Questions (30 min): Peer review Myspace pages and vignettes.
Class discussion:
Closure(30 min): Activate Myspace pages and compose class compilation of each student's 10 vignettes.
Return to Dale's Homepage
Instructional Materials Needed: Paper and Pencil, word processor with peer editing capability, and internet access.
Lesson Objective (Learning Targets)
Students will learn and apply the following concepts:
-A great deal of success in our society depends upon one's ability to communicate in more than one medium.
-The course of human action is affected by the desire to find one's identity.
-In finding one's identity, behavior and intellectual desire is affected.
Students will be able to:-The course of human action is affected by the desire to find one's identity.
-In finding one's identity, behavior and intellectual desire is affected.
-Identify and articulate themes, symbols, and styles.
-Identify and discuss multiple perspectives within a text.
-Define the line between themselves and the characters they read about in texts.
The NETS profile that this lesson plan will most readily relate to is the profile for grades 9-12.-Identify and discuss multiple perspectives within a text.
-Define the line between themselves and the characters they read about in texts.
The NETS standard that this lesson will most closely relate to is number 4: Critical thinking, problem-solving, and decision making. The objective will be met in the course of the students' peer reviewing and Myspace page creations.
Grouping Students for Instruction:
Students will be grouped in 3's or 4's for peer review and Myspace page creation
LEARNING EXPERIENCES: 5 E's
Engage (10 min):
Explore (2-3 days): Read the text... Students will be asked to keep in mind the personal characteristics of 1-2 of the characters and to document them by active reading and note taking.
Explain (30 min): Revisit anticipation guide. Did any of the original responses change? Why or why not?
Elaborate(90 min): Students will create a Myspace page for one of the characters in Cisneros's book.
Evaluate (2 days per vignette. 20 days total) : Students will write vignettes of at least 1 paragraph and no more than 2 pages. The goal of the assignment is to mimic Cisneros' reflective and partially narrative style.
Checking for Understanding/Questions (30 min): Peer review Myspace pages and vignettes.
Class discussion:
Closure(30 min): Activate Myspace pages and compose class compilation of each student's 10 vignettes.
Return to Dale's Homepage