The House On Mango Street
1984
By Sandra Cisneros
The House On Mango Street, is a very touching, sad, and poetic novel that follows a young Latina girl named Esperanza Cordero who grows up in the Hispanic quarter of Chicago. Esperanza was named after her great-grandmother, also named Esperanza, who was a wild woman that was forced into a loveless marriage by her father and spent the rest of her life looking out the window. Symbolizing the lost dreams and unfulfilled potential that she once had. The young girl, Esperanza, draws strength from her namesake's story, promising herself not to let her own life be forced in the same way. The story unfolds through a series of small illustrative sketches of the challenges and aspirations of Esperanza, her friends, family, and her community. She is completely aware of her socio-economic status and the limitations that is imposed on her by the environment she was placed in. Throughout the story, she observes the lives of her friends and neighbors, who have each contributed to her understanding of identity, gender roles, and cultural expectations. For example, in the chapter "Manova Writes Poems," expresses the relationship between a young girl whose a year older than Esperanza, married and has children that faces abuse from her husband. Throughout the novel, we see many woman facing abuse from men whether they knew it was happening or not. Esperanza's family moves into a house on Mango Street, which, despite being an improvement from their previous homes, still falls short of her own dreams for a better life. She dreams one day of owning her own house, symbolizing her desire for independence and self-determination. As she becomes more mature, she becomes more determined to break free from the cycle of poverty and maltreatment that defines her neighborhood. The story ends on a hopeful note, with Esperanza planning to move away from Mango Street to pursue her dreams, but promising to return for those who cannot leave.
In the Classroom:
The House on Mango Street, is a great choice for the classroom due to its rich poetic language and touching themes. Its use of poetic lines and imagery provides a gateway for students to explore literary devices and themes in a relatable context for students. In the classroom, you can introduce students to poetic themes such as identity, community, and the power of storytelling through discussions and analysis of the book. One activity could involve analyzing parts from the novel for poetic devices such as metaphors, similes, and symbolism, overall encouraging students to identity how these elements enhance the meaning and impact of the text. In order to introduce poems and imagery to students, I would begin by selecting from the story that vividly depict scenes or emotions. I would then lead a discussion on the use of imagery in literature, asking students to identify descriptive language that appeals to their five senses and creates vivid mental images. Next, I would introduce examples of specific poetic devices like previously stated: metaphors, smilies, and personification, using examples from the story to illustrate how these poetic devices enhance the imagery and deepen the meaning of text. Finally, I would encourage students to apply what they've learned by writing their own descriptive passages or poems inspired by themes in the novel. This interactive approach fosters critical thinking, literary analysis, and creative expression in students while fostering an appreciation for poetry and imagery. On a final note, acrostic poems are a great activity and way to introduce poetry to students!
I love to be outdoors! This week while reading I chose to listen to a couple of audiobooks while enjoying being outside. We got so much rain this week our creek was up higher than normal so my husband and I decided to go try to catch some catfish. While we fished, I listened to some audiobooks, hence why I am wearing headphones.
YouTube Full AudioBook:
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