Grade 9 Unit 2:

House on Mango Street &

Vignette Writing

1. What is a vignette? 2. What impact does an author’s use of first person narration have on a

reader? 3. Does the environment a person grows up in influence their ethics or

sense of morality?

First and Last Name: _____________________________ G9

Pre-Test: Vignette Writing and Figurative Language

**This pre-test is used to test your knowledge at the start of the unit to help me figure out activities, groupings, and unit goals. Although it is not graded, please try your best, so I can help you progress and meet your needs J. It’s ok to write “IDK” or “Not sure.” Part 1 Directions: Choose one of the following topics below and describe it using figurative language. Be as detailed as possible!

• An emotion • The most beautiful place you’ve visited • Your favorite holiday • A favorite gift you received

Part 2 Directions: Underline, circle, or highlight the figurative language you used and LABEL. Part 3 Directions: Answer the questions below~

1. What is a vignette?

2. Does the environment a person grows up in influence his/her ethics or sense of morality? Explain (use the backside if needed).

**In your notebook, sketch what you hear when you listen to this text. Don’t worry about your drawing skills, but rather focus on drawing the details or writing key words/phrases that help you to imagine what is happening.

Vignette Characteristic 1: Snapshot of a moment in time, place, feeling, idea. Focuses and hones in on that snapshot. **Find evidence of this in the novel and write it below, with the page number. You will share this in class.

Vignette Characteristic 2: Creating an atmosphere through imagery and figurative language to appeal to all 5 senses. **Find evidence of this in the novel and write it below, with the page number. You will share this in class.

Vignette Characteristic 3: It doesn’t have a specific structure; may not have a clear beginning, middle, or end. **Find evidence of this in the novel and write it below, with the page number. You will share this in class.

Vignette Characteristic 4: Show what is happening; does NOT flat out tell the reader the feelings, events, or images. **Find evidence of this in the novel and write it below, with the page number. You will share this in class.

Important characters : List characters you meet throughout the text and write a brief description.

Important characters : List characters you meet throughout the text and write a brief description.

Schoology discussion board 1 in the middle of the novel (copy + paste) Directions: Share one of the annotations you marked in the text by:

1. Typing word-for-word what the author wrote 2. Indicate the page number 3. Explain why you annotated this part of the text 4. Respond to another peer:

a. What did you learn from that person? OR b. Do you agree or disagree with the annotation? Why?

Schoology discussion board 2 at the end of the novel (copy + paste) Directions:

1. Answer one of the following questions and provide evidence, with a page number from the novel.

2. Respond to one of your peers: a. What did you learn from that person? OR b. Do you agree or disagree with the annotation? Why?

Questions:

1. Does Esperanza’s youth affect her telling of the story and her reliability as a narrator? 2. Is there a universal message about one’s identity that transcends Esperanza’s

individual experience?

First Name and Last Name _____________________________ G9

Socratic Seminar~ Student Centered Discussion Rules J : You should contribute at least 2 times, but please do not interrupt someone; you do not have to raise your hand. Ways to contribute:

1) Ask a question 2) Answer a question 3) Agree or disagree with a peer

**Provide textual evidence or a reasoning when speaking. **Please remember, this is your conversation; Mrs. G is just an observer! Seminar Discussion: What can we learn about one of these theme topics in the novel? Meaning, what is the theme of the novel?

IDENTITY, DREAMS, GENDER, SOCIETY AND CLASS, HOME How did I contribute? Write down what you said (doesn’t have to be word-for-word)… What is an interesting point a peer made? What did I learn? During the next seminar, I hope to…. What did you like or dislike about this seminar? Please explain why.

First and Last Name _____________________________ G9

Vignette Outline

How do these 2 vignettes relate to one another? What is the theme that connects them together? What figurative language do you plan to use in the poems?

THIS MUST BE APPROVED BEFORE DRAFTING!!!!

What is vignette #2 about?

What is vignette #1 about?

First and Last Name _____________________________ G9 Author of the vignette __________________________

Vignette Peer Edit Day Directions: Please read over a peer’s vignettes. Answer the following questions and offer feedback. Mrs. G will collect this J.

1. What are the titles of the vignette or vignettes?

2. Do the titles foreshadow or hint at the meaning of the poem? If not, make a suggestion about how to improve the titles?

3. What types of figurative language and/or poetic devices are present in the vignette? Please make at least ONE suggestion on how or where to add another type of figurative language.

4. What do you think is the overall theme of the vignettes? If you do not understand, please write I don’t understand how they connect and try to make a suggestion OR speak with your peer to clarify.

5. Read through the entire text ONE more time. CIRCLE, HIGHLIGHT, or MARK IN RED (do not correct) parts that are spelled incorrectly or are grammatically incorrect.

6. What is one part you particularly liked? Why?

7. What is one area this peer can improve upon? How or why?

Student First and Last Name _____________________________ Grade _____

Vignette Parent Edit

Parent Name: ________________________________ // Parent Signature: _______________________________

1. What did you envision when reading the vignette? What language/specific words or phrases helped you to envision this?

2. What are 1-2 areas in the vignette that need improvement? Be specific so students can fix this before submitting the final piece!

3. What is one new thing that you learned about your child as a writer?

4. What is one area you would like for your child to work on in the future? Why?

Dear Parents, We have been talking about vignette-style writing, as well as themes of identity, gender, home, and hope/dreams for the past few weeks. We have been working hard to write our own personal vignettes, modeled after House on Mango Street and reflect on the themes. We would like to share this with you before the final product is submitted. Please read our vignette and complete the following:

1) Read the vignettes first without making any comments 2) Read it a second time to offer feedback in regards to grammar, spelling,

punctuation, and ideas 3) Answer the questions below

We appreciate your help and feedback! Thank you J. ~Mrs. Goffi and Students

First Name and Last Name _____________________________ G9

Vignette Self-Reflection

Directions: Please answer the questions below USING COMPLETE SENTENCES! You will need to look at your paper for pieces of evidence.

1. In writing the vignettes, what did you learn about figurative language and/or poetic devices that you didn’t know before? Give one specific piece of evidence.

2. How is the final vignette different than the your pre-assessment? Give one specific piece of evidence.

3. Describe one way in which you could have improved your poems. Give one specific piece of evidence.

4. What is one area you are particularly proud of in your final poem? Give one specific piece of evidence to support your reasoning.

5. What steps did you take to meet your writing goal? Give one specific piece of evidence.

6. What did you enjoy about this unit or not enjoy? Please be honest; you won’t hurt Mrs. G’s feelings!

**Using a post-it, write 1 sentence explaining what you learned about ONE of the IB themes. Put your name on it and then post it under the designated theme.