Unit Outline
for The House on Mango Street
*Lessons are based on 85-minute (block) class periods
All references to the text are taken from the first Vintage Contemporaries Edition, April 1991
Day 1
-View a current news report about immigration and the immigration laws being passed in
America. Divide the students into groups and pass out clippings from the newspapers that
refer/discuss current immigration issues. After the students have read and discussed their
articles, open the discussion to the whole class.
-Have students take the Cloze procedure segment from the vignette “Marin” in order to
introduce them to the book and assess their reading levels and ability to comprehend the
text. This assessment should take about 30 minutes.
Day 2
Directed Reading Thinking Activity: Before discussing House on Mango Street,
scaffold the students’ need to be adept, active readers. Discuss and read the children’s
book Nothing Ever Happens on My Block by Ellen Raskin. First, hold up the children’s
book and ask the students what they think the story is going to be about. Is it fiction or
non-fiction? Who is the boy illustrated on the cover? After the students make predictions,
read the book and have the students take notes that either prove or disprove their
predictions.
-Begin discussing House on Mango Street. Hold up the book, clearly showing the title
and picture to the students. Ask them to make predictions. Have the students draw a line
down the center with “Predictions” in the left column and “Story Truth” in the right
column. Read the first two vignettes aloud with the class. After reading, review the
students’ predictions. Were they right?
Day 3
The Magic Square: After the students have completed reading up to “My Name,” (either
during silent sustained reading time or together as a class) have the students complete this
exercise to assist their understanding of unfamiliar vocabulary in the text.
Day 4
Before, During, After Lesson Plan
-Journal: Write about a time you wanted freedom. Did you want to escape/leave someone
or something? Who or what made you feel this need for freedom? and Did you ever
obtain the freedom you sought? How?
-Discuss the theme of houses throughout the novel. Direct students’ reading to “The
House on Mango Street,” “Laughter,” “Bums in the Attic,” “A House of My Own,” and
“Mango Says Goodbye Sometimes.”
-Journal Reflection: Have them compare their experience with Esperanza’s experience.
Day 5
Vocabulary Word Squares
Cisneros includes many Spanish phrases and slang terms that may be unfamiliar to
students. Have them compile their own vocabulary word book that they can refer to
throughout their reading.
Have the students read up to page 38, finishing “And Some More.”
Day 6
-Review by reading “Those Who Don’t” aloud together as a class. Watch the knife
fighting scene from West Side Story.
-Begin work on the Graphic Organizer, introducing the major themes, symbols, and
writing techniques of the book. Get the students started by discussing the symbol of shoes
mentioned throughout the novel. Read “The Family of Little Feet” together and ask the
students what they think Cisneros was trying to explain or say by using shoes as a symbol.
Use the graphic organizer throughout to discuss and review for the unit test.
Day 7
-Read “The First Job” aloud as a class. Then pass out the Question Answer
Relationship worksheet and discuss the importance of asking questions before, during,
and after reading. Explicitly explain the difference between each type of question and
when and how the students would use each one.
-After the students complete this worksheet, have them write a Right There, Think and
Search, The Author and You, and On My Own question for the next vignette “Papa Who
Wakes Up Tired in the Dark.”
Have the students complete reading through “Elenita, Cards, Palm, Water.”
Day 8
-Model the Think Aloud strategy by reading with the class “Geraldo No Last Name.”
After you have read it aloud, give the students a copy of the passage with your
predictions, questions, and inferences written in thought bubbles throughout. Have the
students complete their own think aloud by reading the following vignette “Edna’s
Ruthie.”
Have the students complete reading through “Four Skinny Trees.”
Day 9
KWL Strategy: return to the beginning discussion on immigration. Ask the students to
re-read “Cathy Queen of Cats” silently to themselves. Then, read “No Speak English”
together as a class. Discuss the feelings and emotions expressed by both the immigrant
and the American citizen. How are these attitudes seen today? Have the students fill out a
KWL chart expressing their current knowledge and questions.
Have the students read through “Bums in the Attic.”
Day 10
-Read “Beautiful and Cruel” together as a class. Pass out the Three-Level Reading
Guide and have students check the statements, encouraging them to check carefully
making sure that they have evidence to back up their opinions.
-Once completed, go over the statements and discuss each as a class.
Day 11
-Journal: When you were young, was there ever a place you went to get away from
everyone—a secret place where you could be alone to imagine and play?
Guided Imagery from “The Monkey Garden.”
-Journal/Discussion: What images came to mind as I read the passage? Were there any
images or words you did not understand, but your imagination filled in the gaps for you?
Was this a peaceful/scary place for you?
Day 12
Anticipation Guide for “What Sally Said” and “Red Clowns.” These vignettes discuss
mature issues like rape, abuse, and racial prejudice. Have the students read and discuss
the statements on the worksheet.
-Read the vignettes aloud in class.
Day 13
Story Impression for “The Three Sisters.”
-Students share their story impressions and then read the vignette together as a class,
discussing what it means for Esperanza.
-Journal: If one of the three sisters predicted your future what would they say and why?
Day 14
List-Group-Label. Review of the character traits of important or influential characters.
These include, Esperanza, Mama, Papa, Sally, Rachel, Lucy, and Nenny. This activity
requires group work and a follow-up discussion on Cisneros’ use of imagery as she
describes characters.
-Journal: Write a short metaphorical description of a character from the novel in the same
style as Cisneros.
Day 15
Letters/Unsent Letters. Now that the students have identified how Cisneros describes
characters, allow the students to write a letter to one of the characters in the novel, either
as themselves, or as another character. Allow the students to share their letters in class.
Have the students complete the novel.
Day 16
Split the students into small groups of three to four to fill out a discussion web,
answering the questions: “Should Esperanza stay in her house on Mango Street?”
Encourage them to find textual evidence to strengthen their opinions, eventually coming
to a group conclusion.
-Class Discussion
Day 17
Biopoem. Have the students write their own biopoems about a character from the novel.
Turn on music and have the students work quietly.
Day 18
-Let the students share their biopoems in a “coffee house” setting. Let them bring treats.
-At the end of class, review for the test.
Day 19
Test
*This unit will approximately take over one month to complete.