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TITLE: Changes and Choices – //Growing Up// by Gary Soto GRADE LEVEL: Middle school (6th grade) SUBJECT AREA: English Language Arts CONCEPT/SKILL: Text evaluation and decision-making skills TARGET AUDIENCE: Whole class TIME FRAME: 50 minutes (1st period)


 * 1) PREPARING TO TEACH:
 * 2) GOALS:
 * CC.6.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
 * CC.6.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
 * CC.6.SL.1.d Comprehension and Collaboration: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
 * CC.6.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * 1) OBJECTIVE:
 * Students will be able to evaluate a text for good and bad decision making skills.
 * 1) MATERIALS:
 * Notebook and pencil
 * Blackboard
 * //Growing Up// by Gary Soto
 * “What would you do?” worksheet -- [|MLEworksheet.docx]
 * 1) RESOURCES:
 * []
 * Alvermann, Donna. //Heath Middle Level Literature//. Boston: Houghton Mifflin, 2001. Print
 * 1) INSTRUCTIONAL SEQUENCE:
 * 2) FOCUSING ACTIVITY:
 * Teacher asks “What did we discuss yesterday in class, students?”
 * Teacher asks the students “Think about what characteristics you have that help you face change. List them on a piece of paper.” Teacher writes, “What characteristics help me face change?” on the board with a circle around it.
 * Teacher allows the students time to complete the task then asks them to share once everyone is finished.
 * Students share their characteristics and why they believe it helps them face change. Teacher writes each of the characteristics on the board around the central question, creating a web.
 * 1) PURPOSE:
 * Students are equipped with Decision Making skills but it is important to analyze which characteristics assist them with the process. If they know which positive characteristics to focus on, they can work to improve those qualities within themselves.
 * Reading the short story about Maria will the students to have an outside look into the decision making process. They are able to evaluate her choices without bias. Seeing the outcomes of her actions in the story is great because students can relate it to their lives. They can see the negatives that may happen in real life and not make those same mistakes.


 * 1) INSTRUCTION:
 * The teacher will start by discussing the short story. Students will move their desks into a large circle that everyone is a part of. Teacher sits in a desk, part of the circle.
 * Teacher will ask the students to respond to a variety of verbal questions first.
 * “Who is the main character of this story? What is she like?”
 * “What is her family like?”
 * “Why does she not want to go on vacation with her family?”
 * “Tell me how Maria feels when her family is gone on vacation? Why does she feel this way?”
 * “What does she do when her family is gone on vacation?”
 * “How does she feel when her family returns?”
 * “How does she feel after they tell her about their vacation?”
 * Teacher can also add additional questions, working off of students’ responses. Goal is to turn it into a class led discussion.
 * Next, the students are to work independently on a “What would you do?” worksheet.
 * Students respond to all questions and turn in worksheet to teacher.
 * 1) MODELING:
 * Teacher will model one positive characteristic and how it helps a person deal with change.
 * Teacher will lead the discussion of the short story.
 * Teacher will give own opinion or rephrase question to spur student discussion.
 * Teacher will review the questions on the “What would you do?” worksheet with the entire class.
 * 1) CHECKING FOR UNDERSTANDING:
 * Teacher will walk around the room during independent practice assisting students in need.
 * See INSTRUCTION section for discussion questions.
 * 1) GUIDED PRACTICE:
 * The teacher will start by discussing the short story. Students will move their desks into a large circle that everyone is a part of. Teacher sits in a desk, part of the circle.
 * Teacher will ask the students to respond to a variety of verbal questions first.
 * “Who is the main character of this story? What is she like?”
 * “What is her family like?”
 * “Why does she not want to go on vacation with her family?”
 * “Tell me how Maria feels when her family is gone on vacation? Why does she feel this way?”
 * “What does she do when her family is gone on vacation?”
 * “How does she feel when her family returns?”
 * “How does she feel after they tell her about their vacation?”
 * Teacher can also add additional questions, working off of students’ responses. Goal is to turn it into a class led discussion.
 * 1) INDEPENDENT PRACTICE:
 * Students are to work independently on a “What would you do worksheet?”
 * Teacher gives directions on how to complete worksheet.
 * Teacher may help remind the students of what took place in the story to properly answer all questions.
 * Students compare and discuss their responses with a partner once both are finished with the assignment.
 * Students will turn in their completed worksheets to the teacher.


 * 1) CONCLUSION:
 * “Great work today students. I hope you all enjoyed the short story //Growing Up//. I think you all realize Maria didn’t make the best decisions and how it affected her family. I’m interested to see how all of you would have responded when put in her shoes. Remember to use what you have learned so far in your everyday life.”
 * 1) EVALUATION:
 * 2) STUDENT EVALUATION:
 * Students will be asked to discuss the short story as a class. Each student will be called on to participate.
 * Students will share worksheet answers with a partner to ensure both students are responding appropriately.
 * The “What would you do?” worksheet will be collected.
 * 1) TEACHER EVALUATION:
 * Am I moving too fast? Too slow?
 * Do the students fully understand decision-making skills?
 * Do students understand the decisions Maria made weren’t the best?
 * Do students understand the importance of smart decision-making?
 * Do student understand that their choices affect others around them?