“The Neighborhood” and The House on Mango Street
Burke, M. (2003). The English teacher's companion. Portsmouth, NH: Heinemann.
“The Neighborhood” is an assignment where students draw a map of their own neighborhood or the neighborhood in a piece of literature. It is a tool to help learners not only keep up with the characters, setting, and plot in stories they read, but it allows them to have a visual that induces thinking and questions. After the composite is complete, it is suggested that the students share their artwork.
Competency Goal 5: The learner will demonstrate understanding of various literary genres, concepts, elements, and terms. 5.01 Read and analyze various literary works by:
• using effective reading strategies for preparation, engagement, and reflection.
• recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), nonfiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy).
• explaining and interpreting archetypal characters, themes, settings.
• determining a character's traits from his/her actions, speech, appearance, or what others say about him or her.
• explaining how the writer creates character, setting, motif, theme, and other elements.
• understanding the importance of cultural and historical impact on literary texts.
• producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre
I will begin by posting a journal entry each day that pertains to the work we are studying. I will say to my students, “We are beginning a new book today; one that we will continue with for a week. In order for us to grasp fully what the author, Sandra Cisneros, has intended for us readers, we must learn the back ground for The House on Mango Street.” I will then teach my students about the author and the Hispanic culture she speaks of in the work. I will encourage my students to engage in conversation. My students will take notes about the genre of the novel and the literary elements that are displayed, focusing on characters. We will then begin to read the novel in class, later reading some for homework. I will expect my students to complete a double entry journal in which they will write down at least 3 significant points they wish to share in class the next day. On the second day of studying Cisneros’s work, students will begin to create a neighborhood for the characters. They will be full of color and details of the characters, plot, and setting. Students will work on this everyday in class till the novel is finished. On the second to the last day, students will create a map of their own neighborhood that they grew up in. If the work is not finished in class, learners will finish their self map at home for homework. On the last day, we will take those self maps and begin composing compositions of a short story or memory they have from their own neighborhood, with a focus on audience. Before starting the new literary work the next week, we will share our self maps and a memory to the class. I feel this is a fun and great way to get kids to read the literature but also, hopefully discuss it. I believe the activity will keep their interest and get them engaged in the work.
Attached are a sample of “The Neighborhood” activity and a sample of a double entry.