ANTICIPATION GUIDES

The House on Mango Street

Purpose: Anticipation guides are used as a pre-reading strategy to prepare a reader to read a text by asking them to respond to questions that relate to strong and controversial themes from the text. Such themes in Sandra Cisneros' novel, The House on Mango Street may include: cultural differences, stereotyping, and puberty.

Anticipations guides engage the reader in the material, allow the reader to make predictions about the text, while also allowing the teacher to assess the students current knowledge and opinions about the subject.

Rationale: Despite the short length and brief reading format of The House on Mango Street format, it deals with a variety of serious themes and issues. Because these are issues that many adolescents face daily, it is important to get students thinking about their stance and opinions concerning these issues. This strategy prepares students to discuss, think, and synthesize their current knowledge with new information from Cisneros's story.

STEP 1 This Anticipation Guide will be used as an introduction to the novel, The House on Mango Street. Use the Anticipation Guide before discussing themes, topics or even introducing the novel to the class. This will engage the students in the subject matter of the book, as well as invite them to analyze their existing opinions dealing with important themes before becoming influenced by the novel's various characters and stories.

STEP 2 The Anticipation Guide deals with these themes from the novel: cultural differences, stereotyping, puberty, family ties, peer pressure, drugs, gangs, teen pregnancy, rape, violence, and gangs. Before distributing the worksheet, explain to the class that this activity will require them to think deeply about issues that may be both uncomfortable and politically incorrect. Explain that as important members of the community, it is necessary that each student be able to identify and express their opinion on issues that many people confront daily. Likewise, their maturity and respect will be required in order to make this activity successful.

STEP 3 Distribute the worksheet entitled, "Predictive Statements" and display a transparency of it on the overhead as well. Explain to the class that these ten predictive statements are purposefully controversial and require the students to read the sentence and then either "agree" or "disagree" with what is stated. Explain that each student must be able to defend every choice they make with examples and explanations that support their reasoning. Although some may be surprised, even frustrated by the frankness of the statements, encourage them not to discuss their decisions with their neighbors. Allowing the students to do their own work will invite them to identify their personal opinion and also prepare them for a more effective class discussion afterwards. Similarly, do not offer your opinion as they work. Allow the students time to really think over each statement. Monitor their progress by walking in between desks and judging when most have completed the task. This should take approximately 10-12 minutes.

STEP 4 After the students have completed the guide, have a quick review of rules for effective classroom discussions. Ask them to brainstorm as you write on the board the rules they want to have for the discussion. Some ideas: speaking one at a time, raising hands, sitting in a circle, not laughing or insulting another's opinion, being respectful and open minded. Do not take more than 3-4 minutes for this review.

STEP 5 Because of the severity of some of the statements, ask the class if they would prefer a secret ballot or open ballot. (A secret ballot does not eliminate discussion!) Secret Ballot: Ask all students to close their eyes and put their heads on their desks. Read the first statement. The students agree or disagree by raising their hands. Right the total on the overhead. Repeat this with each statement until all have been read and scored (5-7 minutes). Then have everyone lift his/her head. Go over the results of each statement one at a time. Ask the additional questions below. Open Ballot: If the class chooses not to have a secret ballot, simply begin by reading each predictive statement and asking for a show of hands. Encourage the students to voice their opinions, defend their choices, and explain thoroughly why they made their decisions. In either situation, if the students do not voluntarily raise their hands or make comments, invite discussion by asking one of them to explain their reasoning or encourage them by group follow-up questions such as: · Why do you think so many agreed with this statement? (Or so few…) · Do you think the results would be different if this survey were given in another part of the country, i.e.: California, Arizona, New York, etc. Why? · Would you have chosen the same answers 5 years ago? If not, what changed? Monitor the time and interest of the students, do not spend too much time on one question (about 2-3 minutes per question). However, if the discussion is effective and exciting, and the students are engaged, you may want to spend more time and continue the discussion the next day. The purpose of this activity is to engage the students in the subject of the novel by evoking their emotions and opinions. An effective and thorough discussion prior to beginning this text will be valuable to the success of the novel, as well as 'fuel' for later discussions.

Weir, 2000