Britney Pardue & Yuman Wang

FL 527: SWRL Differentiated Reading Lesson Plan

10/14/18

Subject: “My Name” from ​House on Mango Street​ by Sandra Cisneros

Grade Level: 7th or 8th Grade
English Proficiency Levels: Varying, some at speech emergence, others at grade level
Differentiation: Incorporate drawing, writing scaffolds, allowing reflection to be written in L1.

Lesson 1
Activity Description of Activities Materials Time

Statement of By the end of this lesson students can: Whiteboard 5 mins

Objectives ● Summarize this story
● Describe metaphors, similes
● Identify a metaphor in this story
● Identify a simile in this story
Teacher writes objectives on board.

Warm-Up Students write the meaning of their name on a Piece of 5 mins

Exercise piece of paper Paper
● Then do a snowball activity
● Students will each pick up a snowball
and read the meaning
● Class has to guess who the student is

Teacher Input Background Lessons on the Essay: Short Profile

● What the story is about of Sandra 15 mins
● Listening: Teacher reads a short Cisneros
background profile of the author aloud;
students listen and write down any
words that help capture the “gist”

Figures of Speech Review:

● Metaphor - define, personal
application “my grandmother is a
____,” etc.; share in groups
● Simile - define, personal application,
“my grandmother is like a ____,” etc.;
share in groups
Guided Reading Large Paper 15 mins
Practice- ● Jigsaw read the whole story by for Illustration
Modeling and dividing up to groups of 4 or 5,
Checking for preferably a mix of ELs and non-ELs
Understanding ● Teacher asks oral comprehension
questions after each paragraph/group

Comprehension
● In jigsaw groups: Students paraphrase
their section of the story in writing
● In jigsaw groups: Students define any
tricky vocabulary
● In jigsaw groups: students create a
drawing/illustration to summarize their
portion of the story
● groups share written paraphrase,
vocabulary definitions, and illustration
with the class

Independent or Practice Metaphors (class) Pencil and

Collaborative ● Class Discussion - What are some of Paper; 15 mins
Practice the things Esperanza compares to her Mexican
name? “sobbing”
● Teacher mentions that she compares music
her name to sad, “sobbing” Mexican
music. Teacher plays an example of
that music for the remainder of the
class.
● Draw pictures around the list → write
sentence stems on board like:
○ Esperanza compares her
name to…
○ Next she compares her name
to…
○ Then she compares her name
to…
○ She also compares her name
to…
○ Last but not least, she
compares her name to…
 Practice Metaphors (groups of 2-3, mixing
ELLs and EP students)
● Students share their ideas orally
● Some students drawing and some
students writing
● Students share their writing/drawing in
larger groups

Closure Review 5 mins

● Call each group to summarize their
part of the story
● Review key words

Lesson 2
Activity Description of Activities Materials Time

Statement of By the end of this lesson students can: 5 mins

Objectives ● Describe metaphors, similes
● Share a personal reflection of their
name

Warm Up Students write a metaphor and a simile for Piece of 5 mins

Exercise their name on a piece of paper Paper
● Then do a snowball activity
● Students will each pick up a snowball
and read the metaphor/simile
● Class has to guess who the student is

Review ● Class re-reads the story one line at a Illustrations 10 mins

time with illustrations from last class from last
● Review the essay by calling on each class
jigsaw group (from the previous class)
to summarize their part of the story
● Review key words
Think-Pair- Deeper issues within the story → what Worksheet 15 mins
Share: happened with her grandmother? What do with questions
Discussion you think of how she got married? Why do and space for
you think that Esperanza wants to change her answers
name at the end?
● Students will discuss the questions in
small groups
● Each student will also write down
answers for these questions
● Class discusses the questions
together

Think-Pair- Teacher provide question prompts: What Pencil & 20 mins

Share: Writing does your name mean? Where does your Paper
name come from? Do you like your name?
Has anyone ever said your name is funny?
Why? Are there any images that come to
mind when you think of your name? Any
metaphors or similes?
● Students Think-Pair discuss the
questions
● Student write a short
paragraph/sentences/phrases about
their own names with art and pictures
○ Differentiation: for ELs, have
them draw pictures and
provide sentence templates
like “My name means...I got
this name from...I like my name
because...I don’t like my name
because…”
● Students share their response in small
groups

Closure Class - Students share something they None 5 mins

remember about classmate’s name from their
small group.