Diversity Lesson Plan | Page 1

10th Grade Diversity Lesson Plan

By Adriana Santos
Book Title: The House on Mango Street
Author: Sandra Cisneros
Publication Date: 1984
Publisher: Originally published by Arte Público Press
Reading the version published by Vintage Contemporaries from 2009
Subject: English 10 Literature
Culture: Latin American
Topic: Gender, Culture, and Identity
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Social Justice Standard(s):

Identity Anchor Standard #3—Students will recognize that people’s multiple identities
interact and create unique and complex individuals.
Diversity Anchor Standard #8—Students will respectfully express curiosity about the
history and lived experiences of others and will exchange ideas and beliefs in an open-
minded way.
Justice Anchor Standard #14—Students will recognize that power and privilege
influence relationships on interpersonal, intergroup and institutional levels and consider
how they have been affected by those dynamics.

Nevada Academic Content Standard(s)

Text Types and Purposes (Grades 9-10) #1c—Use words, phrases, and clauses to
link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
Text Types and Purposes (Grades 9-10) #1e—Provide a conclusion that follows from
and reflects on what is experienced, observed, or resolved over the course of the
narrative.

Objective(s):
Students will be able to identify the challenges young women face in a society that has
many cultures at a different era independently with 90% accuracy.
Students will be able to analyze the challenges faced in the book and compare them to
those many must face today within a group with 90% accuracy.

Materials:
1. Copy of The House on Mango Street by Sandra Cisneros
2. Writing utensil (preferably a pencil)
3. Scratch paper
4. Computer/laptop/tablet
5. Microsoft PowerPoint
6. Roster (for teacher)
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Procedure:
Introduce: Introduce the book The House on Mango Street by Sandra Cisneros.
Ask if anyone has read the book before. Say the book is narrated by a
young Latina who writes in short passages.
Read: Read the book as a class. Students will each take turns and read a
different chapter from the book.
*Mark off each time a student completes a chapter on a roster.
Discuss: Facts of Five—Students will individually write down their top five main
ideas and create a group of three. The three students will discuss their
thoughts and reduce their main ideas list to a total of five. Afterward, two
groups of three will merge to become a group of six. Once again, the
group will narrow their list of ten main ideas to a total of five. This will
continue until the entire class merges to agree on their main ideas. Then
there will be a small discussion with the following questions:
1. What part/parts stood out to you the most from the entire
book? Why?
2. Which character had the most influence on Esperanza?
Why?
3. When was the turning point for Esperanza that led her to
change the tone in her writing and storytelling?
4. Where did you feel a connection with any of the characters
within the book? Why? Cite.
5. Why does Esperanza say she does not have a house nor a
home?
Activity: This is a continuation of the Facts of Five discussions. After the
students finish getting their main ideas together, students will split off into
five different teams. Each team will choose one main idea to represent in
a PowerPoint explaining why it is important and how it relates to them
today.
Assessment: Students will be assessed by the teacher based on how they
cooperate with others, how well they understand the reading itself and
how well put together the presentation is.