Cristina Almeida

10-24-17
Lesson Plan: Incorporating Text Set
EDHM 414-001

Day 1
Introduction:
Text:
 “My Papa’s Waltz” by Theodore Roethke
 “Chanclas” from The House on Mango Street by Sandra Cisneros
Key understandings/ Essential Questions:
Students will learn what imagery is and how it can be used to convey a message or idea
by examining the works of Theodore Roethke and Sandra Cisneros.
 What is imagery?
 How can imagery be used to convey a message or idea?
Rationale:
Urban Classroom
Grade: 9
In this lesson, students will be examining and comparing Roethke and Cisneros use of
imagery in “My Papa’s Waltz” and “Chanclas.” By understanding how imagery can be
used to convey a message or idea, students will be able to use imagery to effectively
depict their chosen character’s motives, thoughts, and actions from The House of Mango
Street in their own vignette at the end of the unit. Students will begin to understand how
to use imagery to write for a specific audience and purpose and how to identify the
influence a writer’s use of imagery has on their own work. Students will learn the skills
involved in note-taking, informal writing, literary analysis, vocabulary term usage,
comparative writing, and class discussions. In order to help ELL students, this lesson
involves:
 low stakes writing assignments were spelling and grammar are not graded.
 a guided note sheet to ensure students are listening carefully and not rushing to
record important notes.
 translations of new vocabulary terms.
 opportunities for the teacher to model parts of this lesson to ensure assignment
expectations and directions are clear to students.
 class discussions that give students the chance to learn from their peers.
Mass. Frameworks:
 RL.9.1 Cite strong and thorough textual evidence to support analysis of what a
text states explicitly as well as inferences drawn from the text.
 RL.9.4 Determine the figurative or connotative meaning(s) of words and phrases
as they are used in a text; analyze the impact of words with multiple meanings, as
well as symbols or metaphors that extend throughout a text and shape its meaning.
 W.9.1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to
support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
 SL.9.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
 topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
 L.9.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; independently research words and gather
vocabulary knowledge.
Procedure (60 minutes):
(10 minutes)
At the start of class, students will write an informal response to the following prompt,

(Google Docs Worksheet)

Describe a scene from a book, movie, T.V. shows, etc. that used memorable
images. Images could be memorable because of how the scene was described, the
setting, the colors, the lighting, the perspective the scene was filmed or written from, and
more. Be sure to explain why these images are memorable and how these images made
you feel during this scene.

Afterwards, students will share their answers with the class.

(30 minutes)
As a class, students will look at Sandra Cisneros’s use of imagery in the vignette “Chanclas”
from The House on Mango Street. First, the teacher will read the whole vignette and then, the
teacher will reread just one paragraph from the vignette (“Then Uncle Nacho…buys each year
for school”).

(Google Docs Worksheet)

As I reread the paragraph where Esperanza describes how it was to dance with her uncle,
write down words or phrases that bring up vivid images in your mind.

The teacher will take volunteers from the class to act out the scene from the paragraph. The class
as a whole will direct the dancing scene by deciding what characters are needed and what the
volunteers should do to accurately depict the scene based on evidence from the text. After the
volunteers have run through the scene a couple times and everyone is happy with how the scene
is depicted, students will take time to answer the following question,

(Google Docs Worksheet)

What parts of the text helped you direct the scene and why? Be specific with your
references to the text.

This will lead to a discussion about how writers use imagery to create specific images in the
mind of readers. During this discussion, the teacher will define terms associated with imagery.
Using their worksheets, students will fill in the blanks for each vocabulary word as the definition
comes up in the discussion. The teacher’s completed worksheet will be projected on the board.
The teacher will use examples from the vignette for each term.

(Google Docs Worksheet)

*All underlined words would be left blank for students to fill in.*
 Please complete the following vocabulary terms during our discussion on imagery in
Cisneros’s work.
Imagery/Imágenes: language that causes people to imagine pictures in their mind.
Example: “Chanclas” from The House on Mango Street
Metaphor/Metáfora: a word or phrase for one thing that is used to refer to another thing
in order to show or suggest that they are similar.
Example: “My feet growing bigger and bigger.”
Simile/Símil: a phrase that uses the words like or as to describe someone or something
by comparing it with someone or something else that is similar.
Example: “My feet swell big and heavy like plungers…”
Alliteration/Aliteración: the use of words that begin with the same sound near one
another.
Example: “…she there with bags and big boxes…”
Onomatopoeia/Onomatopeya: the creation of words that imitate natural sounds.
Example: “I am tired. Whew!”
Hyperbole/Hipérbole: language that describes something as better or worse than it
really is.
Example: “Everybody laughing except me…”
Personification/Personificación: the practice of representing a thing or idea as a person.
Example: “…my skinny arms bend the way he taught me…”
Repetition/Repetición: something that is done or said again.
Example: “…pulling and pulling my arm…”
Allusion/Alusión: a statement that refers to something without mentioning it directly.
Example: “…those two dance like in the movies…”
(Definitions from: learnersdicitonary.com. Merriam Webster, Incorporated. 2017. Web.

(20 minutes)
For the remaining time in class, students will look at “My Papa’s Waltz.”

(Google Docs Worksheet)

After listening to and reading along with an audio recorded reading of the poem, write
down words and phrases from the poem that relate to these vocabulary words. Pair up 3-4
words and phrases from Theodore Roethke’s poem to words and phrases in Cisneros
vignette that relate to the same vocabulary words.
Example: “I hung on like death” and “My feet swell big and heavy like
plungers…” are similes.
After choosing your pairs of words and phrases, write a paragraph of about 10 sentences
comparing and contrasting the impact each word or phrase has on the poem it’s from.
Example: While Roethke’s simile shows that the narrator is desperate to hold to
the narrator’s father, Cisneros’s simile shows that Esperanza feels awkward and
out of place dancing with her uncle.

The teacher will go over the example on the worksheet with students in order to make
expectations and directions are clear. Students will finish this paragraph for homework.
Assessments:
The paragraph in which students will compare and contrast the use of imagery related literary
devices in “My Papa’s Waltz” and “Chanclas” is the assessment for this lesson. This evaluative
assessment will tests students’ ability to analyze the writers’ use of imagery and use imagery
related vocabulary terms. Students will be graded on whether or not the paragraph pairs up 3-4
words and phrases from both poems and is 10 sentences long.
Accommodations:
 Alongside each new vocabulary terms, the teacher will include the translation of that term
in whatever language students are accustomed to speaking.
 Students can complete this lesson using Google Docs in order to assist students who may
have difficulties writing by hand.
 All readings will be read aloud to students by the teacher or by use of an audio recorded
reading in order for students to both hear and see the spelling of words at the same time.
 Students may work in partners to compare and contrast the matching words and phrases
they’ve chosen from Cisneros’s and Roethke’s poem in order to ensure they understand
the readings and the new vocabulary terms.
 Grammar and spelling will not be counted with these writing exercises.
 The acting portion of the lesson could be changed to have small groups of students
perform rather than a few volunteers from the whole class if a teacher is looking to make
sure all students are more actively engaged.
 The teacher to model how to complete each assignment in order to ensure expectations
and directions are clear to students.
Commentary:
The goal of this lesson is for students to learn how imagery can be used to convey a message or
idea. By having students identify the different literary devices used to create vivid imagery in
these two works, students can better understand how they might use imagery for their final
assignment for the unit. Through the process of comparing “My Papa’s Waltz” and “Chanclas,”
students can learn how similar techniques can be used in different ways. This lesson is designed
to give students the knowledge they need to develop a style that is suited for a specific purpose.
In the case of this unit, the purpose is to write a vignette that accurately depicts the motives,
thoughts, and actions of a character from The House on Mango Street.

Day 2
Introduction:
Text:
 “Mango Says Goodbye Sometimes” from The House on Mango Street by Sandra
Cisneros
 “Barbie Doll” by Marge Piercy
 “You, If No One Else” by Tino Villanueva
Key understandings/ Essential Questions:
Students will learn what point-of-view is and how it can be used to convey a message or
idea by examining the works of Marge Piercy, Tino Villanueva, and Sandra Cisneros.
 What is point of view?
 What are the different points of view writers use?
 How can point of view influence a story?
 Rationale:
Urban Classroom
Grade: 9
In this lesson, students will be analyzing how point-of-view impacts the ideas presented
in “Mango Says Goodbye Sometimes,” “Barbie Doll,” and “You, If No One Else.”
Students will be able to use their understanding of different points-of-view to represent
their chosen character’s motives, thoughts, and actions in their own vignette based on The
House of Mango Street by the end of the unit. Students will begin to learn how to
manipulate their own writing to suit a specific audience and purpose and how to identify
the influence a writer’s style has on their own work. Students will learn skills involved in
note-taking, reflecting on their work, creative writing, informal writing, literary analysis,
vocabulary term usage, and class discussions. In order to help ELL students, this lesson
involves
 low stakes writing assignments were spelling and grammar are not graded.
 a guided note sheet to ensure students are listening carefully and not rushing to
record important notes.
 translations of new vocabulary terms.
 opportunities for the teacher to model parts of this lesson to ensure assignment
expectations and directions are clear to students.
 class discussions, group work, and presentations that give students the opportunity
to learn from their peers.
Mass. Frameworks:
 RL.9.1 Cite strong and thorough textual evidence to support analysis of what a
text states explicitly as well as inferences drawn from the text.
 RL.9.6 Analyze a case in which a character’s point of view and actions signal
acceptance or rejection of cultural norms or intellectual ideas of a period or place,
drawing on a wide reading of world literature.
 W.9.1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to
support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
 W.9.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
 SL.9.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
 L.9.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; independently research words and gather
vocabulary knowledge.

Procedure (60 minutes):

(20 minutes)
At the start of class, students will listen and follow along with the teacher’s reading of the
vignette “Mango Says Goodbye Sometimes” from The House on Mango Street.
(Google Docs Worksheet)
I will be reading the vignette “Mango Says Goodbye Sometimes” from The House on
Mango Street twice; first, as it was originally written using the pronouns “I” and “we”
and then, as I have rewritten it using the pronouns “Esperanza” and “she.” Using this
worksheet, write about how the change in perspective affects your thoughts and feelings
about the vignette. Try to focus on why you do or do not prefer one version over the other
and how the change in perspective did or did not changed your understanding of the
vignette.

Students will share their answers in a class discussion. During this discussion, the teacher will
talk about how writers use point-of-view to influence a written work and will introduce
vocabulary words related to point-of-view. Students should fill in the following notes on their
worksheets:

(Google Docs Worksheet)

Point of view/Punto de vista: the narrator's position in relation to a story being told.
(“point of view.” oxforddicitonaries.com. Oxford University Press. 2017. Web.)
1. First person/Primera persona - a writing style that uses first person pronouns (“I”
and “we”).
2. Second person/Segunda persona - a writing style that uses second person pronouns
(“you”).
3. Third person/Tercera persona - a writing style that uses third person pronouns (“he”,
“she”, “it”, “they” or a name).
(Definitions from: learnersdicitonary.com. Merriam-Webster, Incorporated. 2017. Web.)

(40 minutes)
The teacher will then read to students “You, If No One Else” by Tino Villanueva (written in the
second person perspective) and “Barbie Doll” (written in the third person perspective) by Marge
Piercy.

(Google Docs Worksheet)

Now it’s your turn to see, from a writer’s perspective, how point of view can influence a
piece of writing. Half of you will be assigned to rewrite “You, If No One Else” using the
two other perspectives not used in the original poem; the third and first person
perspective. The other half will rewrite “Barbie Doll” using the two other perspectives
not used in the original poem; the second and third person perspective. In groups of four,
discuss how your two new versions of the poem maintain and/or change your
comprehension of the original poem. Change the wording of the poem beyond just the
pronouns in order to fit the new ideas being depicted. Here are questions to consider:
 How did you change the poem? Why did you change the poem the way that you
did?
 Do you prefer one version over the others? Why?
 What new ideas are being depicted in your rewritten poems that could not have
been depicted in the original poem?
 What ideas remain constant throughout the different poems? Why?
 You should finish answering these questions in a Google Doc before our next class. You
will be presenting your poems and your answers to these questions to your peers. While
each group member should be in charge of addressing one question, everyone’s opinions
should be considered in the answer.

Assessments:
Students will be working in groups of four to rewrite either “Barbie Doll” or “You, If No One
Else” using the other two perspectives not used in the original poem and to answer the
corresponding reflection questions. This evaluative assessment will test students’ understanding
of how point-of-view can influence a written work and knowledge of point-of-view vocabulary
terms. Students will be graded on whether or not they clearly, thoroughly, and creatively rewrote
the poem in two different ways and they completed the reflection questions.
Accommodations:
 Alongside each new vocabulary terms, the teacher will include the translation of that term
in whatever language students are accustomed to speaking.
 By examining the teacher’s rewritten work first, the teacher provides students with a
basic model of how to go about rewriting the poems they will be assigned.
 The teacher may assign groups based on the students’ strengths and weaknesses.
 Having students in each group work on a specific question will ensure that students stay
on task.
 Students can complete this lesson using Google Docs in order to assist students who may
have difficulties writing by hand.
 All readings will be read aloud to students by the teacher or by use of an audio recorded
reading in order for students to both hear and see the spelling of words at the same time.
 Students will work in groups when rewriting, discussing, and presenting their rewritten
poems in order to ensure they understand the readings and the new vocabulary terms.
 Grammar and spelling will not be counted with these writing exercises.
Commentary:
The goal of this lesson is for students to learn how point-of-view can influence a written work.
By having students identify and analyze different points-of-view and rewrite works in different
perspectives, students can better understand how they might use point-of-view for their final
assignment. All of the works presented by the teacher and the other students during this lesson
will provide students with examples of how to use different points-of-view. This lesson is one of
many lessons designed to give students the knowledge they need to develop a style that is suited
for a specific purpose. In the case of this unit, the purpose is to write a vignette that accurately
depicts the motives, thoughts, and actions of a character from The House on Mango Street.

Day 3
Introduction:
Text:
 “A House of My Own” from The House on Mango Street by Sandra Cisneros
 “Girl” by Jamaica Kincaid
 https://www.youtube.com/watch?v=AHr1HYW0mKE
Key understandings/ Essential Questions:
Students will learn what syntax is and how it can be used to convey a message or idea by
examining the works of Sandra Cisneros and Jamaica Kincaid.
  What is syntax?
 How can syntactic structure be used to shape the meaning of a work?
Rationale:
Urban Classroom
Grade: 9
In this lesson, students will be examining and comparing Kincaid’s and Cisneros’s
manipulation of syntax in “Girl” and “A House of My Own.” By understanding how
syntax can be arranged in a way that conveys a message or idea, students will be able to
use syntax to effectively depict their chosen character’s motives, thoughts, and actions
from The House of Mango Street in their own vignette at the end of the unit. Students will
begin to understand how to use syntax to write for a specific audience and purpose and
how to identify the influence a writer’s syntax has on their own work. Students will learn
the skills involved in note-taking, informal writing, literary analysis, vocabulary term
usage, comparative writing, and class discussions. In order to help ELL students, this
lesson involves:
 low stakes writing assignments were spelling and grammar are not graded.
 a guided note sheet to ensure students are listening carefully and not rushing to
record important notes.
 translations of new vocabulary terms.
 opportunities for the teacher to model parts of this lesson to ensure assignment
expectations and directions are clear to students.
 class discussions that give students the opportunity to learn from their peers.
Mass. Frameworks:
 RL.9.1 Cite strong and thorough textual evidence to support analysis of what a text
states explicitly as well as inferences drawn from the text.
 W.9.1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to
support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
 SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 L.9.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
 L.9.6 Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; independently research words and gather vocabulary
knowledge.

Procedure (60 minutes):

(20 minutes)
Students will start class by following along with and listening to the teacher’s reading of
the vignette “A House of My Own” from The House on Mango Street. The teacher will ask
students to rewrite the vignette using complete sentences. The teachers will take a few moments
beforehand to remind students about what makes a sentence grammatically complete.
(Google Docs Worksheet)
Rewrite the vignette “A House of My Own” from The House on Mango Street using
grammatically complete sentences.
Remember:
A grammatically complete sentence must:
1. Have a subject and a verb.
2. Contain a complete thought.
Subject/Tema: a noun, noun phrase, or pronoun that performs the action of a verb in a
sentence.
Verb/Verbo: a word that expresses an action, an occurrence, or a state of being
Predicate/Perdicar: the part of a sentence or clause containing a verb and stating
something about the subject
Clause/Cláusula: a group of words containing a subject and predicate and functioning as
a member of a sentence.
Run-on Sentence/Frase continua: a sentence containing two or more clauses not
connected by the correct conjunction or punctuation.
Fragment Sentence/Oración fragmentada: a grammatically incomplete sentence.
(Definitions from: learnersdictionay.com. Merriam-Webster. 2017. Web.)

Example:
Original sentence: “Not a flat.”
Rewritten sentence: I don’t want a flat.
Once you’ve finished, compare your version with Cisneros’s version. Which version do
you prefer and why?

Afterwards, the teacher will have students share their answers to this question in a class. The
teacher will conclude this discussion by introducing students to the term syntax. The teacher will
explain that writers, like Cisneros, rearrange the syntax of their work in order to convey certain
ideas or feelings.

(Google Docs Worksheet)

Syntax/Sintaxis: the way in which words and punctuation are used to form phrases,
clauses, or sentences.
("Syntax." Merriam-Webster.com. Merriam-Webster. Web.)

(30 minutes)
Next students will follow along with Jamaica Kincaid’s reading of “Girl”.

(Google Docs Worksheet)

After both reading along with and listening to Jamaica Kincaid’s reading of “Girl,” you may
have noticed that Kincaid wrote this short story using a unique style of syntax. Describe
some aspects of Kincaid short story that differs from other works you’ve read.
Students will engage in a class discussion about what they had noticed. This will lead to the
teacher going over some rules of punctuation in order for them to understand how writers
manipulate punctuation in order to convey an idea through syntax.

(Google Docs Worksheet)

Period/Período: used to mark the end of a group of words and in some abbreviations.
Relation to the texts: Cisneros ends the incomplete sentence, “Not a flat,” with a period.

Question mark/Signo de interrogación: used to indicate the end of a question.

Relation to the texts: “Girl” is one long, connected question that ends with the phrase,
“you are really going to be the kind of woman who the baker won’t let near the bread?”

Exclamation mark/Signo de exclamación: used to end sentences that express:

 an exclamation: (e.g. Ow! That hurts!)
 direct speech that represents something shouted (e.g. 'Run as fast as you can!' he
shouted.)
 something that amuses the writer: (e.g. They thought I was dressed as a smuggler!)
Relation to the texts: In “Chanclas,” Cisneros uses an exclamation mark when
Esperanza exclaims, “Whew!” in order to express how tired she is.

Comma/Coma: marks a slight break between different parts of a sentence. There are four
common occasions on which commas are necessary:
 in lists (e.g. The flag was red, white, and blue.)
 in direct speech (e.g. 'That's not fair,' she said.)
 to separate clauses (e.g. As we had already arrived, we were reluctant to wait.)
 to mark off parts of a sentence (Her best friend, Eliza, sang for a living.)
Relation to the texts: Cisneros marks off a part of a sentence in the following quote,
“Only a house quiet as snow, a space for myself to go, clean as paper before the poem.”

Semicolon/Punto y coma: to mark a break that is stronger than a comma but not as final as a
period. It’s used between two main clauses that balance each other and are too closely linked
to be made into separate sentences.
Relation to the texts: Kincaid distinguishes the different advice being given using a
semicolon, but, at the same time, keeps all the advice apart of the same list.

Hyphen/Guión: used to link words and parts of words. There are three main cases where
you should use them:
 in compound words (e.g. My mother-in-law is visiting soon.)
 to join prefixes to other words (e.g. The novel is clearly intended to be a post-
Marxist work.)
 to show word breaks (e.g. He collects eighteenth- and nineteenth-century vases.)
Relation to the texts: Kincaid uses a hyphen with the following compound words “bare-
head.”

Apostrophe/Apóstrofe:
  Using apostrophes to show possession (e.g.Malcolm's cat was extremely friendly.)
 Using apostrophes to show omission (e.g. We didn't think about the consequences of our
actions.)
Relation to the text: Kincaid uses an apostrophe to show omission in the word,
“mustn’t.”

Dash/Guión:
 mark off information that is not essential to an understanding of the rest of the sentence
(e.g. Many birds—do you like birds?—can be seen outside the window.)
 show other kinds of break in a sentence where a comma, semicolon, or colon would be
traditionally used (e.g. Tommy can't wait for Christmas—he's very excited.)
Relation to the text: Kincaid uses a dash in the phrase, “don’t eat fruits on the street—
flies will follow you,” to show that the break is all part of the same advice.

Inverted commas/Comillas:
 mark the beginning and end of direct speech.
 mark off a word or phrase that’s being discussed, or that’s being directly quoted from
somewhere else.
 draw attention to an unusual, mocking, or inaccurate use.
Relation to the texts: In the phrase, “but I don’t sing benna on Sundays at all,” Kincaid
uses italics instead of inverted commas to mark the direct speech.
(Definitions from: oxforddictionaries.com. Oxford University Press. 2017.Web.)

Ellipsis/Elipsis:
 the act of leaving out one or more words that are not necessary for a phrase to be
understood
 a sudden leap from one topic to another
Relation to the texts: In the phrase, “Carlos and Kiki are each other’s best friend…not
ours,” Cisneros uses ellipses to add additional information.
(“Ellipsis.” merriam-webster.com. Merriam-Webster, Incorporated. 2017. Web.)

Italics/Cursiva:
 for emphasis
 for words or phrases that are unlikely to be familiar to most of your readers.
 for words presented as words (e.g., the word the).
 for letters presented as letters (e.g., the letter q).
 Italicize titles of publications and large works (e.g., The New York Times).
Relation to the texts: Cisneros uses italics for Spanish words like “Mamacita.” (76)
(“Italics.” grammarist.com. Grammarist. 2014. Web.)

Capitalization/Capitalización:
 the names of people, places, and words relating to them (Shakespeare and
Shakespearean)
 at the beginning of a sentence
 in the titles (Pride and Prejudice)
  abbreviated words (BBC (British Broadcasting Corporation))
Relation to the texts: In the phrase, “Do you want your MONEY back?” Cisneros
emphasizes the fact that certain words are being yelled (52).
(“Capitalization.” oxforddictionaries.com. Oxford University Press. 2017.Web.)

Remember: Although there are many grammatical rules, writers, like Cisneros and
Kincaid, will manipulate these rules for their own purposes.

(10 minutes)
Students will then get into groups to discuss the similarities and differences of Cisneros’s
vignette and Kincaid’s short story.

(Google Docs Worksheet)

In groups of three, create a list of at least three similarities and differences (one from each
group member) between Cisneros’s vignette and Kincaid’s short story. Use direct
evidence from the text to support your answers. Focus on the arrangement of words and
punctuation; including the purpose and the context of it. Refer back to the rules of
grammar to understand how these writers manipulate the syntax of their work.
Example:
Similarity: Both Cisneros and Kincaid are listing things. Esperanza is describing
the type of house she wants. The speaker of “Girl” is giving advice.
Difference: Cisneros separates the different parts of her list using periods, while
Kincaid uses semicolons. The periods could indicate Esperanza knows exactly
what she wants while the semicolons emphasize the size of the list of advice the
speaker is sharing.

Students should complete the list on Google Docs for homework. During the next class, students
will write on the board the similarities and differences their group came up with. The list on the
board will be the basis for a class discussion. Group members should be prepared to explain what
they wrote on the board in more detail.
Assessments:
The assessment for this lesson is the list of similarities and differences students will be creating
when examining the use of syntax in “A House of My Own” and “Girl.” This evaluative
assessment will estimate students’ ability to analyze the writers’ use of syntax and use syntax
related vocabulary terms. Students will be graded on whether or not their group was able to come
up with four similarities and differences that are supported by the texts.
Accommodations:
 Alongside each new vocabulary terms, the teacher will include the translation of that term
in whatever language students are accustomed to speaking.
 The teacher may assign groups based on the students’ strengths and weaknesses.
 Making sure every student contributes on point to the lists ensures that students stay on
task.
 Students can complete this lesson using Google Docs in order to assist students who may
have difficulties writing by hand.
  All readings will be read aloud to students by the teacher or by use of an audio recorded
reading in order for students to both hear and see the spelling of words at the same time.
 Students will work in groups when creating their list of similarities and differences in
order to ensure they understand the readings and the new vocabulary terms.
 Grammar and spelling will not be counted with these writing exercises.
Commentary:
The goal of this lesson is for students to learn how syntax can influence a written work. Both
“Girl” and “A House of My Own” provide students with examples of how to manipulate syntax.
Students can examine these examples in order to comprehend the different ways they can
rearrange the syntax of their work to convey a message or idea. This lesson is one of many
lessons designed to give students the knowledge they need to develop a style that is suited for a
specific purpose. In the case of this unit, the purpose is to write a vignette that accurately depicts
the motives, thoughts, and actions of a character from The House on Mango Street.