What  to  do  

Vigne&es  � This  book  is  a  compilation  of  vignettes,  short  narratives  written  with  careful  attention  to  economy  and  word  choice.  These  vignettes  add  up,  as  Sandra  Cisneros  has  written,  “to  tell  one  big  story,  each  story  contributing  to  the  whole–like  beads  in  a  necklace.”    

� We  are  going  to  attempt  to  find  out  what  this  necklace  says.  

Like  a  quilt  �  I  liken  it  to  a  patchwork  quilt  –  little  pieces  show  a  big  picture  

Main  Character  � Our  focus  of  study  is  Esperanza  Cordero,  a  Chicano  girl  growing  up  in  inner-­‐city  Chicago  

Coming  of  Age  She  is  somewhat  like  Lily  in  The  Secret  Life  of  Bees  growing  up  amidst  difficult  circumstances  in  life.  

�  craft  of  writing.  

� Vignette  Discussion  and  Response  Paper  (25  points  each)  

Reading  �  Here’s  how  we  will  cover  this  book.  

�   We  will  read  the  entire  novel  as  silent  and  oral  reading  assignments    

�  Each  student  will  be  assigned    a  vignette  to  read  aloud  and  lead  a  discussion  on.    

� We  will  focus  on  figurative  writing,  the  use  of  fragments,  and  the  

Presenta<on  �  You  will  be  assigned  one  chapter  to  lead  in  reading  and  discussion.  You  will  then  complete  these  steps:  

1.  Read  the  vignette  to  yourself.  You  will  be  assigned  one  vignette  to  read  at  home  (at  least  three  times)  and  to  prepare  your  presentation.  

2.  Decide  what  events  or  characters  have  personal  meaning  for  you  and  others  in  the  class.    

3.  In  a  way  this  is  no  different  than  a  good  reader’s  response:  consider  how  the  characters  and  events  relate  to  your  personal  experiences.  

4.  If  you  are  uncertain  how  to  present  your  vignette,  follow  the  study  guide  suggestions  to  make  your  presentation.  

 

What  is  oral  interpretation?  Depends  less  on  the  actual  text  and  more  on  the  reader's  performance.  

This  allows  the  reader  to  transform  the  words  into  any  mood  he  or  she  wishes  to  achieve.    

How  to  prepare  Literature  for  

performance  shall  be  from  The  House  on  

Mango  Street.  

The  time  limit  is  4-­‐6    minutes.  Penalties  shall  be  imposed  for  exceeding  

the  time  limit.  

The  introduction  to  the  selection  is  considered  part  of  the  overall  time  

limit.  

Prepara<on  � How  to  Prepare    � Practice  reading  this  chapter  out  loud.    

   

Prepare  � Be  ready  to  answer  questions  others  might  have  about  the  vignette    you  have  been  assigned.    

Preparation    � Evaluation  shall  be  based  on  the  student's  ability  to  reveal  his/her  insight  into  the  mood  and  implications  of  the  selection,  his/her  projection  of  the  dramatic  qualities  and  his/her  success  in  creating  a  uniformed  scene  or  story.  

Preparation  Write  a  description  of  the  emotional  or  historical  background  of  your  character.  

Make  a  connection  to  your  own  life  OR  

Explain  the  universal  theme  the  vignette  demonstrates.  

Preparation  Type  your  selection  in  a  double-­‐spaced  format.  

Identify  any  unfamiliar  words  used  in  your  script.  Know  definition  and  pronunciation.  

Preparation  

Write  an  introduction  and  

transitions  as  needed.  

Preparation  

Read  silently  through  script  several  times.  

Read  script  aloud.  

Read  script  aloud  using  

different  emotions  and  

dialects.    

Preparation  

Perform  prepared  work  for  class  according  

to  performance  expectations.    

Presentation  

Approach  the  podium  

in  a  positive  manner.  

Presentation  

Introduce  the  title  and  page  number  of  the  vignette  you  will  read.  

Presentation  

Give  background  

for  the  vignette.      

Make  a  personal  connection  with  the  vignette  or  

attach  an  explanation  of  a  universal  theme  

to  the  text.  

Presentation  

Perform  the  text  using  

your  blocked  reading  script.    

Presentation  

Hand  in  the  blocked  

reading  script  before  you  

return  to  your  seat.  

Category   4   3   2   1   pts  

Preparedness    

Student  is  completely  prepared  and  has  obviously  prepared.  

Student  appears  to  have  rehearsed,  but  need  more  practice  

Students  appears  somewhat  prepared,  but  clearly  need  more  practice  

Student  appears  to  have  not  prepared,  impromptu  in  appearance  

Posture  and  Eye  Contact  

Stands  up  straight,  looks  relaxed  and  conBident.    Establishes  eye  contact  with  everyone  in  class  during  presentation  

Stands  up  straight  and  establishes  eye  contact  throughout  the  presentation  

Sometimes  stands  straight  and  establishes  some  eye  contact  

Slouches  or  leans  and/or  does  not  look  at  the  audience  during  presentation    

Content  Shows  a  full  understanding  of  the  vignette  

Shows  a  good  understanding  of  the  vignette  

Shows  understanding  of  the  vignette  

Does  not  seem  to  understand  the  content  of  the  vignette  

Speaks  clearly  

Speaks  clearly  and  distinctly  100%  of  the  time  and  mispronounces  none  of  the  words  

Speaks  clearly  and  distinctly  90%  of  the  time  but  misread  or  mispronounced  one  word  

Speaks  clearly  and  distinctly  80%  of  the  time  but  misread  or  mispronounced  two  words    

Mumbles  of  cannot  be  understood.  Mispronounced  or  misread  three  or  more  words  

Pitch  and  Rate  

Pitch  and  rate  of  reading  were  used  to  convey  emotions  appropriately  

Pitch  and  rate  of  reading  were  used  to  convey  emotions,  but  sometimes  did  not  Bit  the  content  

Pitch  was  rarely  used  and/or  rate  of  reading  did  not  Bit  the  content  or  emotion  conveyed  

Pitch  was  not  attempted  and/or  rate  was  too  fast  or  too  slow  

Enthusiasm  

Facial  expressions  and  body  language  generate  a  strong  interest  and  enthusiasm  about  the  topic  in  others  

Facial  expressions  and  body  language  sometimes  generate  a  strong  interest  and  enthusiasm  about  the  topic  in  others  

Facial  expressions  and  body  language  were  attempted  to  generate  a  interest  and  enthusiasm  about  the  topic  in  others,  but  seemed  fake  or  artiBicial  

Very  little  use  of  facial  expression  and/or  body  language.    Did  not  generate  much  interest  in  the  topic  presented    

Meeting  Deadlines  Prepared  and  ready  to  go  on  due  date  

Prepared  and  ready  to  go  upon  return  to  class  after  excused    absence  

Presenta<on  � When  we  begin  to  share  our  novel,  you  will  be  the  expert  for  your  vignette,  so  I  expect  you  to  know  it  upside  down  and  inside  out.  

In  Class  �  In  class,  you  will  read  your  selected  chapter  to  the  class,  speaking  clearly  and  loudly  and  using  effective  inflection  to  demonstrate  the  tone  of  the  piece.    

� You  will  discuss  chapter  issues  with  the  class  that  are  personally  meaningful  to  the  students,  and  specify  which  of  these  issues  could  be  considered  a  universal  theme  or  issue  for  Esperanza.  

� Using  the  study  guidelines  may  help  you  with  ideas.  

Present  � Your  presentation  should  be  between  4-­‐6    minutes  long  (not  including  reading).    

�  I  am  interested  in  seeing  how  you  dissect  the  chapter,  looking  beyond  the  obvious  into  something  meaning  for  the  class.    

Present  � Please  do  not  simply  stand  and  ask,  “So,  what  did  you  guys  think  of  the  chapter?”  You  are  the  leader  of  the  discussions.    

� Create  a  few  deep  questions  that  get  to  the  heart  of  the  chapter.  

�   Use  the  chapter  study  guide  questions  if  you  are  uncertain.  

Page  6  “Hair”  

Your  turn  � Write  in  the  style  of  Cisneros  and  tell  about  Hair….