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Multi-Cultural Literacy

This lesson, derived from Sandra Cisneros' "The House on Mango Street," invites students to delve into the significance of names within multicultural contexts. Partner discussions will uncover the meanings, histories, and cultural variations in name-giving practices. Students will analyze Esperanza's name, exploring its denotation and connotations, and reflect on personal connections to their names. The activity also encourages comparing student-created passages to Cisneros' original work, examining emotional tone, sentence structure, and word choice, culminating in an assignment on the connotation and denotation of their names.

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Multi-Cultural Literacy

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  1. Multi-Cultural Literacy January 21, 2014

  2. What’s in a Name? • With a partner, share the details of your findings about your own name or someone else’s name.

  3. What’s in a Name? • 1. What do names tell us about people? • 2. How are names part of a person’s history? • 3. How do name-giving practices vary from one culture to another?

  4. What’s in a Name? • “The House on Mango Street” by Sandra Cisneros’

  5. What’s in a Name? • 1. What does Esperanza’s name mean literally in English and Spanish? What is the denotation (literal meaning) of her name? • 2. What connotations (an idea or feeling the word exists) does she associate with her name? Why does her name mean sadness or waiting? • 3. What images does Cisneros use to make the connotations clear? Why are they effective? • 4. What personal details does the passage include? What cultural information is included?

  6. What’s in a Name? • “Sample Student Copy Change Passages” With a partner, compare one of the students samples to the original by Cisneros. • How are the ideas in the two versions similar? What ideas have been changed or added? • How does the emotional tone of the versions compare? Do the writers seem to have the same feelings about the topic? How can you tell? • What does the sentence structure of the versions have in common? Where are there differences? Why do you think authors have chosen different ways of expressing their ideas? • What words and phrases do the versions share? Where are there differences? What can you tell about the two versions by looking at their specific words and phrases?

  7. What’s in a Name? • Next class period, we will follow the same process to create passages about your own names. • Homework: Create a connotation vs. denotation list on your own name. Use the “Name Meanings Chart” to complete the assignment.

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