"I Won't Grow Up"
"I Won't Grow Up"
by Madelon J. Cheatham, Lindsay Griffin, Karen Davis, Jackie Roberts, and Kelli D. Martin
This module is designed for beginning sixth grade students to reflect on childhood--from multiple literature
and poetry selections, as well as their own experiences. After reading a variety of texts, students will write
an informative essay comparing different authors approaches to the theme of growing up.
GRADES
DISCIPLINE
COURSE
5-6
 ELA
 Language Arts
Literacy Design Collaborative
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Section 1: What Task?
Teaching Task
Task Template 23 - Informational or Explanatory
How do experiences from childhood impact adulthood? After reading a variety of texts, write an essay in which
you compare the approaches each text uses to develop the theme of growing up . Support your discussion with
evidence from the text(s).
What conclusions can you draw?
D3
Standards
CCSS
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
L.6.3
L.6.3.a
Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.3.b
Maintain consistency in style and tone.
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.6.5
Interpret figures of speech (e.g., personification) in context.
L.6.5.a
Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
L.6.5.b
Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,
thrifty).
L.6.5.c
RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6.2
Determine a central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or
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judgments.
RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
RI.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
RI.6.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the development of the ideas.
RI.6.6
Determine an author's point of view or purpose in a text and explain how it is
conveyed in the text.
RI.6.10
SL.6.1
By the end of the year, read and comprehend literary nonfiction in the grades 6—
8 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
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.
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
SL.6.1.a
SL.6.1.b
Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.
SL.6.1.c
Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
SL.6.1.d
Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
W.6.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content
W.6.2.a
W.6.2.b
Literacy Design Collaborative
Introduce a topic; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations,
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or other information and examples.
W.6.2.c
Use appropriate transitions to clarify the relationships among ideas and
concepts.
W.6.2.d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
Establish and maintain a formal style.
W.6.2.e
Provide a concluding statement or section that follows from the information or
explanation presented.
W.6.2.f
W.6.4
W.6.5
W.6.6
W.6.9
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
Use technology, including the Internet, to produce and publish writing as well as
to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Apply grade 6 Reading standards to literature (e.g., "Compare and contrast
texts in different forms or genres [e.g., stories and poems; historical novels
and fantasy stories] in terms of their approaches to similar themes and
topics").
W.6.9.a
Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and
evaluate the argument and specific claims in a text, distinguishing claims that
are supported by reasons and evidence from claims that are not").
W.6.9.b
W.6.10
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.
Texts
 Eleven
by Sandra Cisneros This is a short story about an eleven year old girl who experiences an unforgettable
incident in front of all her classmates.
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 Poems: "On Turning Ten" by Billy Collins and "Life Doesn't Frighten Me" by Maya Angelou
 Musical Lyrics to "I Won't Grow Up"
 "Never Grow Up" by Taylor Swift
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LDC Student Work Rubric - Informational or Explanatory
Not Yet
Approaches
Expectations
Meets Expectations
Advanced
1
2
3
4
Attempts to address prompt,
but lacks focus or is off-task.
Addresses prompt
appropriately, but with a weak
or uneven focus.
Addresses prompt
appropriately and maintains a
clear, steady focus.
D: Addresses additional
demands sufficiently.
Addresses all aspects of
prompt appropriately and
maintains a strongly
developed focus. D:
Addresses additional demands
with thoroughness and makes
a connection to controlling
idea.
Attempts to establish a claim,
but lacks a clear purpose.
Establishes a controlling idea
with a general purpose.
Establishes a controlling idea
with a clear purpose
maintained throughout the
response.
Establishes a strong
controlling idea with a clear
purpose maintained
throughout the response.
Attempts to present
information in response to the
prompt, but lacks connections
or relevance to the purpose of
the prompt.
Presents information from
reading materials relevant to
the purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents information from
reading materials relevant to
the prompt with accuracy and
sufficient detail.
Accurately presents
information relevant to all parts
of the prompt with effective
selection of sources and
details from reading materials.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and
controlling idea.
Presents appropriate and
sufficient details to support the
focus and controlling idea.
Presents thorough and
detailed information to strongly
support the focus and
controlling idea.
Attempts to organize ideas,
but lacks control of structure.
Uses an appropriate
organizational structure to
address the specific
requirements of the prompt,
with some lapses in coherence
or awkward use of the
organizational structure.
Maintains an appropriate
organizational structure to
address the specific
requirements of the prompt.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific
prompt.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and
control of grammar, usage,
and mechanics. Sources are
used without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate,
inappropriate, or uneven
features. Inconsistently cites
sources.
Demonstrates a command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone appropriate to the
audience, purpose, and
specific requirements of the
prompt. Cites sources using
an appropriate format with only
minor errors.
Demonstrates and maintains a
well-developed command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone consistently
appropriate to the audience,
purpose, and specific
requirements of the prompt.
Consistently cites sources
using an appropriate format.
Attempts to include
disciplinary content in
explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary
content relevant to the prompt;
shows basic or uneven
understanding of content;
minor errors in explanation.
Accurately presents
disciplinary content relevant to
the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and
accurate disciplinary content
with thorough explanations
that demonstrate in-depth
understanding.
Focus
Controlling Idea
Reading/Research
Development
Organization
Conventions
Content
Understanding
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Background for Students
Not provided
Extension
Not provided
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Section 2: What Skills?
Preparing for the Task
BRIDGING CONVERSATION > TASK ENGAGEMENT: Ability to connect the task and new content to
existing knowledge, skills, experiences, interests, and concerns.
TASK AND RUBRIC ANALYSIS > TASK ANALYSIS: Ability to understand and explain the task's
prompt and rubric.
Reading Process
PRE-READING > PLANNING THE READING: Ability to activate prior knowledge by asking students to
think about their age.
ACTIVE READING > ANNOTATION: Ability to analyze a text for diction, imagery, and theme.
PRE-READING > ESSENTIAL VOCABULARY: Ability to determine connotation of words as used in
text.
ACTIVE READING > ESSENTIAL VOCABULARY: Ability to identify and master terms essential to
understanding a text.
ACTIVE READING > QUESTIONING: Ability to answer text-dependent comprehension questions about
a story.
ACTIVE READING > ANNOTATION: Ability to annotate the text for examples of imagery and figurative
language.
Transition to Writing
BRIDGING CONVERSATION > IDENTIFYING SIGNIFICANT ELEMENTS: Ability to compare and
contrast literary elements of a variety of texts.
Writing Process
INITIATION OF TASK > ESTABLISHING THE CONTROLLING IDEA: Ability to establish a claim and
consolidate information relevant to task.
PLANNING > OUTLINING THE WRITING: Ability to outline main points of the comparison essay.
DEVELOPMENT > INTRODUCTORY PARAGRAPH: Ability to compose an introductory paragraph
using a thesis statement.
DEVELOPMENT > BODY PARAGRAPHS: Ability to develop two main body paragraphs comparing
texts.
REVISION, EDITING, AND COMPLETION > PEER EDITING: Ability to work with peers to provide
constructive feedback in the revision and editing process.
REVISION, EDITING, AND COMPLETION > FINAL DRAFT: Ability to submit final piece that meets
expectations.
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Section 3: What Instruction?
PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Preparing for the Task
15 mins
BRIDGING
CONVERSATION >
TASK
ENGAGEMENT:
Ability to connect the
task and new content
to existing
knowledge, skills,
experiences,
interests, and
concerns.
DAY 1-QUICKWRITE
What are some ways you’ve
grown up over the last few
years? Consider any
responsibilities you’ve taken
on, such as caring for a pet or
chores. Write these down in
your journal and then describe
how you feel about growing up.
Student's response lists
their responsibilities in
journal and describes
how they feel about
growing up.
Think/Pair/Share-Allow students to share
with an elbow partner their journal
response.
Facilate a class discussion about the
responsibilities of growing up and coming
to middle school.
Standards:
W.6.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
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PACING
20 mins
SKILL AND
DEFINITION
BRIDGING
CONVERSATION >
TASK
ENGAGEMENT:
Ability to connect the
task and new content
to existing
knowledge, skills,
experiences,
interests, and
concerns.
PRODUCT AND PROMPT
DAY 1-FIGURATIVE
LANGUAGE KEEPER SHEETS
Take notes from literary devices
keeper sheet using the Cornell
Notes handout by (A) Defining
unknown words, (B) Asking
thoughtful questions, (C) Using
Abbreviations or symbols
SCORING GUIDE
ALWAYS:
Defines unknown
words from the text
Asks thoughtful
questions about the
text
Uses
abbreviations/symbols
in their notes when
possible
Summarizes the most
important information
in a paragraph
SOMETIMES:
Defines unknown
words from the text
Asks thoughtful
questions about the
text
Uses
abbreviations/symbols
in their notes when
possible
Summarizes the most
important information
in a paragraph
INSTRUCTIONAL STRATEGIES
MODELING
1. Distribute the keeper sheet with notes
column to students.
2. Explain and give examples to students of
each vocabulary term from the keeper sheet.
Students may record their own examples on
their notes.
PRACTICE
1. As students progress through the notes,
have them share with an elbow partner their
examples. Ask for good examples to be
shared with the whole group.
CLOSING
1. Ask students to respond individually What was challenging/easy about the
Cornell Notes activity? How might this
strategy be helpful throughout the year?
2. Have the entire class share out their ideas.
NEVER:
Defines unknown
words from the text
Asks thoughtful
questions about the
text
Uses
abbreviations/symbols
in their notes when
possible
Summarizes the most
important information
in a paragraph
Standards:
CCR.R.1 : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.R.2 : Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Additional Attachments:
 Cornell_Note_Taking_System - Sample.pdf
 Figurative Language Keeper Sheet
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PACING
20 mins
SKILL AND
DEFINITION
BRIDGING
CONVERSATION >
TASK
ENGAGEMENT:
Ability to connect the
task and new content
to existing
knowledge, skills,
experiences,
interests, and
concerns.
Literacy Design Collaborative
PRODUCT AND PROMPT
SCORING GUIDE
DAY 1-EXIT SLIP
Listen and watch YouTube video
of the lyrics of the song, "I Won't
Grow Up" from Peter Pan. Discuss
what growing up means to Peter.
Compare and contrast your own
feelings of growing up to those of
Peter's. Write your response on a
sticky note and place on the door
as you leave.
Students write an
accurate comparison of
their feeling versus
Peter's using complete
sentences.
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INSTRUCTIONAL STRATEGIES
Students watch a Youtube clip of the
lyrics to the song, "I Won't Grow Up" and
compare their feelings, as previously
written in their journals, to those of
Peter's.
Teacher will facilitate a discussion on the
varying points of view for students.
Students will place their exit slip on the
door as they leave class.
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"I Won't Grow Up"
PACING
15 mins
SKILL AND
DEFINITION
TASK AND RUBRIC
ANALYSIS > TASK
ANALYSIS: Ability to
understand and
explain the task's
prompt and rubric.
PRODUCT AND PROMPT
SCORING GUIDE
DAY 2-CHALK TALK (LIST)
Silently read the essential
question and task posted on the
board. Think about it and silently
add your thoughts/ideas as a part
of a class list in response to the
question.
Product meets
expectations if students
participate meaningfully
by adding to the chalk
talk.
INSTRUCTIONAL STRATEGIES
NOTE: Chalk Talk is a silent way to reflect,
generate ideas, check on learning, develop
projects, or solve problems. Because it is
done completely in silence, it gives students
a change of pace and encourages thoughtful
contemplation about the word, question,
artifact or picture presented.
SET UP
The teacher writes a word or the task's
essential question on the board and circles it.
LESSON
Do Now: Silently journal about the essential
question on the board. You might write: what
it reminds you of, what questions you have,
what you think the answer is, things you
already know, etc.
1 The teacher explains the norms and
expectations of "chalk talk":
* Silence in the room.
*One person at the board at a time
*If classroom culture permits, it can also be
very effective to say nothing at all except to
put finger to lips in a gesture of silence and
simply begin with #2.
3 The teacher either hands a piece of chalk
to everyone or places many pieces of chalk
at the board and hands several pieces to
people at random.
4 People write as they feel moved. There are
likely to be long silences?that is natural, so
allow plenty of wait time before deciding it is
over.
5 How the teacher chooses to interact with
the Chalk Talk influences its outcome. The
teacher can stand back and let it unfold or
expand thinking by:
* circling other interesting ideas, thereby
inviting comments to broaden writing
questions about a participant comment
adding his/her own reflections or ideas
Standards:
CCR.W.10 : 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 tasks, purposes, and audiences.
CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
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PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Reading Process
20 mins
PRE-READING >
PLANNING THE
READING: Ability to
activate prior
knowledge by asking
students to think
about their age.
DAY 2QUICKWRITE/BRAINSTORMING
WEB
Quickwrite in journal: Is age more
than a number? Think about what
your age means to you. Create a
web that shows the things that
matter to you at your age.
Consider how it would change if
you were younger (kindergarten)
or older (high school).
Students complete their
web and contribute to
their small group
discussion.
Students will make an individual web in
their journal with ideas that are important
to them at their current age.
Put students into groups of 3-4 and allow
them to create a collaborative web that
shows what matters to them. (Have them
use construction paper or computer
paper.)
Teacher facilitates whole group
discussion of ideas on their webs. Create
class example on Smart Board.
Standards:
SL.6.1.C : Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or
issue under discussion.
Not
provided
ACTIVE READING >
ANNOTATION:
Ability to analyze a
text for diction,
imagery, and theme.
DAY 2 & 3-POEM ANNOTATION
Compare and contrast each
speakers point of view of growing
up based on annotations.
Students will complete
the graphic organizer with
at least 3
details/examples from the
poems of differing points
of view.
Students correctly
annotate and analyze the
poem for diction,
imagery, and theme.
1) Explain the definition of annotation and
give students a keeper sheet of annotation
and highlighting tips (see page 83 of LTF
book).
2) Assign students in groups of 3-4 and give
each group a copy of the poem, "On Turning
Ten" by Billy Collins. The poem should be
posted on a larger sized (poster)
chart/butcher paper so that students can
write on the outside margins. Each student
should be given a different colored marker
(red, blue, green, purple).
3) Teacher does a read aloud of the poem to
model fluency and phrasing. Discuss the
illustrations and the overall feelings
associated with the poem.
4) Students will participate in a "collaborative
annotation" activity. Give directions for each
colored maker, and each student will
annotate the poem for their assigned criteria.
Red=circle any words that help identify the
tone of the poem/Blue=underline any words
or phrases that help identify the
speaker/Green-put a box around any words
that are good examples of imagery (draw a
picture of what sense it shows-ex. nose for
smell, eye for sight, etc.), Purple-put a
bracket around any words or phrases that
are strong examples of author's diction.
5) The following day, repeat activity with 2nd
poem, "Life Doesn't Frighten Me" by Maya
Angelou. Follow same directions as above.
After students share out as whole group,
give students a copy of a graphic organizer
to compare/contrast the speakers views on
growing up. (see handout)
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PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Standards:
RL.6.4 : Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
RL.6.5 : Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot.
RL.6.6 : Explain how an author develops the point of view of the narrator or speaker in a text.
Additional Attachments:
 Poem Comparison Chart
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PACING
20 mins
SKILL AND
DEFINITION
PRE-READING >
ESSENTIAL
VOCABULARY:
Ability to determine
connotation of words
as used in text.
PRODUCT AND PROMPT
SCORING GUIDE
DAY 4-CONNOTATION CHART
Create a 3 column chart for
connotation
(positive/neutral/negative) of
words. Use a song and a short
story of the same theme (growing
up) to analyze connotations of
various words.
Check student's notes for
completed charts with
examples given in class.
INSTRUCTIONAL STRATEGIES
As an attention grabber, have students
watch Youtube video of Taylor Swift's
song, "Never Grow Up" and discuss the
overall tone of the song and the speakers
feelings of "growing up" throughout the
song. Students should recognize that at
the beginning the child wants to grow up
and be on his/her own, but at the end
he/she is sad about growing up and
wishing they were again "little".
Use the word little to transition to
explanations of denotation and
connotation. Explain to students that
denotation is the dictionary definition of a
word and that sometimes words can have
different definitions depending on how it is
used in context. Show the definitions of
"little" from dictionary.com and discuss
which definition best fits as used in the
song. Have students record denotation
definition in notes and add example of
"little".
Continue to explain that words also have
connotations. Connotations are the
feelings associated with words (positive,
negative, and neutral). Have students
record definition in notes. Give example
using the word skinny. Explain that skinny
associates negative feelings, slender is
more of a positive feeling, and thin would
be a neutral word. Have students create
a 3 column chart in their notes with
positive/neutral/negative as the headings.
Allow them to work in small groups or
pairs to come up with a
positive/neutral/negative for the word
little. Share examples and add to their 3
column chart. Choose another word from
the song to practice together such as "old"
or "mortified". Give students 1-2 minutes
to find various connotations of each of
these words and add to their chart.
Record examples on SmartBoard chart to
make sure all students can add to their
notes.
Standards:
L.6.4.A : Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
L.6.5.C : Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping,
economical, unwasteful, thrifty).
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PACING
40 mins
SKILL AND
DEFINITION
ACTIVE READING >
ESSENTIAL
VOCABULARY:
Ability to identify and
master terms
essential to
understanding a text.
Literacy Design Collaborative
PRODUCT AND PROMPT
SCORING GUIDE
DAY 4-CONNOTATION CHART"ELEVEN"
Read the short story "Eleven"
and highlight words that impact
the story and analyze
connotation.
Students meet
expectations by
highlighting appropriate
Tier 2 vocabulary from
the story.
Students must also
correctly identify the
words and add them to
their chart as either
positive, negative, or
neutral.
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INSTRUCTIONAL STRATEGIES
Give student's some background
information on author, Sandra Cisneros.
Share with student's how she writes
stories based on some of her childhood
experiences, especially those that
demonstrate her struggles in school
growing up.
Pass out a copy of the short-story,
"Eleven" and have students get a
highlighter. Prepare students to listen to
the story and highlight words (only words
not phrases) that they feel have an impact
on the story. Refer to the "author's
diction" as a literary term for word choice.
Refer to literary devices keeper sheet as
needed. Read the story aloud to
students. (Tier 2 words that should be
addressed: rattling, raggedy, clownsweater, alley/ other possible: bury, nonsense, rings due to their abstract use in
the story). After reading the story, have
students spend time independently
placing the words they highlighted on their
connotation chart. Prompt them by
asking, "Does this word impact the
sentence/story in a positive or negative
way? Or is it just a neutral term? Have
student's work in their groups to compare
their charts to see if there were any
similarities or differences.
Facilitate a discussion as a whole group
as to which words were selected and
placed in each category. For example,
the word "raggedy" should be placed in
the negative category. Direct student's
attention to the red sweater described in
the story. Ask students to tell whether
Rachel had a positive or negative feeling
towards the sweater (they should answer
negative). Explain how word choice
(diction) that the author uses impacts the
tone and feelings associated with this
item from the story.
As an exit slip and formative assessment
from today's lesson, have students create
a chart on sticky note with
positive/neutral/negative and using the
word "ugly" complete the connotation
chart. Make sure student's are
understanding the differences between
words connotation. Examples could
include, unattractive-neutral or plainpositive.
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"I Won't Grow Up"
PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Standards:
L.6.5.C : Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping,
economical, unwasteful, thrifty).
L.6.4 : Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content,
choosing flexibly from a range of strategies.
RL.6.4 : Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
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PACING
50 mins
SKILL AND
DEFINITION
ACTIVE READING >
QUESTIONING:
Ability to answer textdependent
comprehension
questions about a
story.
PRODUCT AND PROMPT
SCORING GUIDE
DAY 5-CLOSE READ-"ELEVEN"
Close read the story "Eleven" by
Sandra Cisneros and answer textdependent questions using
packet.
Student meets
expectations by
completing and
answering all of the textdependent questions on
the chart.
INSTRUCTIONAL STRATEGIES
Have student's get out their figurative
language keeper sheet to use as a
reference for terms such as simile,
metaphor, imagery, etc.
Assign students into groups of 3-4 and
make sure each student has a copy of the
questions in the student packet. As the
teacher reads aloud the story, students
will work in groups to answer the textdependent questions. (Questions used
were taken from website,
achievethecore.org with the lesson title,
"Eleven" by Sandra Cisneros.
Text-dependent Questions/Evidencebased Answers
In paragraph three, the author includes
figurative language. How does the
figurative language in the text help the
reader understand the character’s
feelings about getting older? (Pg. 27)
Cisneros writes “the way you grow old is
kind of like an onion or like the rings
inside a tree trunk or like my little wooden
dolls that fit one inside the other, each
year inside the next one”. All three have
layers numbered like years and are part
of the whole identity. This is especially
true of the tree with the rings representing
how an outside source can affect the
growth and development of each
individual ring/year and how the rings
underneath affect and build upon the
outer layers and years.
On page 27 the author stated, “Only today
I wish I didn’t have only eleven years
rattling inside me like pennies in a tin
can.” What does this figurative language
mean and how does it affect the tone of
the text? (Pg. 27)
The pennies represent the emotions that
are rattling inside of Rachel. They can
represent more than one maturity or age
level in a moment. This reflects her
anxious tone. Her emotions are bouncing
within her as loudly as pennies in a tin
can.
Reread the first four paragraphs and note
how many times the author starts a
sentence with the word “and”. Why does
the author make this choice? (Pg. 27)
The author begins a sentence with the
word “and” 5 times. This reflects Rachel’s
anxiety as she rambles her thoughts
about her birthday. It also reflects
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PRODUCT AND PROMPT
SCORING GUIDE
speaking voice rather than a writing
voice.
INSTRUCTIONAL
This definitely sounds
STRATEGIES
like Rachel
as an eleven-year old narrator thinking
aloud.
When Sylvia says the sweater belongs to
Rachel, how does Rachel respond? What
does this reveal about how Rachel feels
about herself? (Pg. 28)
Rachel responds with negative self-talk,
“I’m skinny, maybe because she doesn’t
like me…” She feels angry when she calls
Sylvia stupid. She also feels insulted
because Mrs. Price believes her. She
reverts to “me when I was four”, when
she partially responds in a little voice.
Why does Rachel feel that Mrs. Price is
“right”? Give evidence from the text to
support your answer. (Pg. 28)
Rachel feels that Mrs. Price is older and
wiser. The common perception is that
older equals wiser. She states, “Because
she’s older and the teacher, she’s right
and I’m not.” It also demonstrates
authority trumping childhood, even when
the child is right.
In paragraph twelve beginning “Not mine,
not mine, not mine”, what does the text
and how Rachel responds to the situation
tell us about Rachel’s character? (Pg. 28)
Rachel shows maturity by controlling her
emotions. Rather than reverting to a
crying three year-old, she emotionally
removes herself from the uncomfortable
moment by remembering the birthday
celebration that awaits her when she gets
home.
How does Rachel feel about the sweater?
Include evidence from the text to support
your answer. (Pg. 28)
Rachel hates the sweater so much that it
upsets her. Rachel calls it an ugly
sweater, all raggedy and old. She is
upset over Sylvia’s claim that it belongs to
Rachel, not claiming the sweater as hers.
She calls it a big red mountain and she
moves it to the corner of her desk with a
ruler. She devises all these plans on how
to get rid of the sweater (i.e. throw over
schoolyard fence, hang on parking meter,
toss in alley).
Identify each time Rachel claims “not
mine”. Why does the author repeat this
refrain throughout the story and how does
it affect the overall meaning and tone of
the text? (Pg. 28)
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PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
Even though Rachel is eleven, she
speaks
INSTRUCTIONAL
with the whiney
STRATEGIES
tone of a threeyear old. Her thoughts of the sweater
consume her entire being. A more mature
person can compartmentalize. The refrain
“not mine, not mine, not mine”
demonstrates Rachel’s determination that
she is right and Mrs. Price is wrong. This
connects to the Big Idea because Rachel
is reverting to her inner 3-year old.
In paragraph nineteen, count the words
that begin with the sentence “My face all
hot…” Identify other sentences from
paragraphs fourteen through nineteen
that are of similar lengths. Why does the
author choose to write such lengthy
sentences in paragraphs fourteen through
nineteen? (Pg. 29)
There are 58 words. For further examples
of long run-on sentences, please check
paragraphs fourteen, eighteen, and
nineteen. The author’s change in
sentence structure reflects a change in
Rachel’s internal dialogue. The run-on-, a
list of Rachel’s body reactions (face all
hot, spit coming out of mouth, animal
noises, no more tears, shaking body)
reflects Rachel’s intensity of emotions,
culminating with her crying in class.
When the text states, “Mrs. Price
pretends like everything’s okay”, what
age does this reflect? Why? (Pg. 29)
Someone who is mature would admit they
were wrong and apologize, without
ignoring the problem. Mrs. Price does not
do this, which shows less maturity and
that even people of older ages do not
always act in a mature manner.
Responses will vary.
In paragraph five and in the last
paragraph, Rachel says she wants to be
102. In each instance, why does Rachel
want to be 102? (Pg.29)
In paragraph five, Rachel would have had
the wisdom to handle the situation with
Mrs. Price. She says “if I was one
hundred and two I’d have known what to
say when Mrs. Price put the red sweater
on my desk”.
In the last paragraph, Rachel wants the
red sweater incident to be far in the past,
“far away like a runaway balloon, like a
tiny o in the sky, so tiny-tiny you have to
close your eyes to see it”.
How has Rachel grown older today?
Include evidence from the text to support
your answer. (Pg. 29)
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"I Won't Grow Up"
PACING
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DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
Rachel has accepted the fact that she is
eleven
INSTRUCTIONAL
and life will require
STRATEGIES
people to bear
difficulties. She has learned that we all
carry with us the years that come before,
sometimes reverting to the child within us.
This is demonstrated in the last
paragraph when Rachel says “I’m eleven
today. I’m eleven, ten, nine, eight, seven,
six, five, four, three, two, and one, but I
wish I was one hundred and two”.
Closure: Add a written reflection to your
reader response journal about the story
"Eleven". What do you think the author
wants you to remember from the story?
Can you make any connections to your
own life?
Standards:
RL.6.1 : Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 : Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
RL.6.3 : Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or
change as the plot moves toward a resolution.
RL.6.5 : Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot.
RL.6.6 : Explain how an author develops the point of view of the narrator or speaker in a text.
Additional Attachments:
 Eleven Annotation Boxes
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"I Won't Grow Up"
PACING
50 mins
SKILL AND
DEFINITION
ACTIVE READING >
ANNOTATION:
Ability to annotate the
text for examples of
imagery and
figurative language.
PRODUCT AND PROMPT
SCORING GUIDE
DAY 6 GALLERY WALK
Close read "Eleven" by Sandra
Cisneros and analyze for
examples of imagery and
figurative language. Create a chart
for examples of each of the 5
senses. Answer questions about
the impact these examples have
on the tone of the story.
Students meet
expectations if they have
at least 2 examples in
each of the columns of
graphic organizer (only
one is needed in smell).
Students must provide at
least 2 examples of
imagery and figurative
language from the story,
and each example should
demonstrate a tone of
embarrassment.
INSTRUCTIONAL STRATEGIES
Lesson on Sensory Details
1. Give students a graphic organizer with
five columns, one for each of the five
senses. Make 5 large posters to
display around the room and draw an
eye, an ear, a hand, a nose, and a
tongue to represent sight, sound,
touch, smell, and taste.
2. Provide students with copies
of Eleven. Students will independently
read the passage and record details
from the text in the appropriate
columns of their graphic organizers.
3. Students will meet in small groups to
compare their responses and add
details suggested by group members.
4. Groups will then participate in a
Gallery Walk. Five white posters, one
for each of the senses, will be placed
around the room. Each group will
begin at a specific poster and record
two-to-three details from their charts.
Groups will rotate to the next chart,
read the work from the group, and then
add additional details of their own.
Repeat the process until groups have
visited all posters.
5. Lead the class in a whole-group
discussion of each sense. Compare
the posters to the teacher-created
SMART Board chart.
Assessment and Closure: Give students
a short quiz over the story elements of
"Eleven" including a timed writing using
examples of imagery and figurative
language and how they impact the tone of
the story. Provide students with a list of
tone words to use as a reference.
Standards:
RL.6.4 : Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
L.6.5 : Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5.A : Interpret figures of speech (e.g., personification) in context.
RL.6.2 : Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
Transition to Writing
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"I Won't Grow Up"
PACING
20 mins
SKILL AND
DEFINITION
BRIDGING
CONVERSATION >
IDENTIFYING
SIGNIFICANT
ELEMENTS: Ability
to compare and
contrast literary
elements of a variety
of texts.
PRODUCT AND PROMPT
DAY 7-VENN DIAGRAM-3
CIRCLES
Using a 3 circle Venn diagram,
compare and contrast literary
elements such as speaker,
imagery, tone, point of view,
figurative language, etc. of each
selection.
SCORING GUIDE
Students will meet
expectations if they have
at least 5 details recorded
for each selection.
Information should be
accurate based on
selections.
INSTRUCTIONAL STRATEGIES
Students should have all materials from
previous lessons such as annotated
poems, graphic organizers, etc. to use as
reference for this activity. Give students
a 3 circle Venn diagram and have them
write the title of each selection on a circle,
"On Turning Ten" by Billy Collins, "Life
Doesn't Frighten Me" by Maya Angelou,
and "Eleven" by Sandra Cisneros. Explain
to students they will participate in a
written discussion to help identify various
literary elements of each text. For
example, students should be able to refer
to their notes and identify the speaker of
each selection (11 year old girl, 10-12
year old boy, and young girl), overall tone
and mood, setting, examples of imagery
and figurative language, etc.
Give students 5 minutes to complete their
own Venn diagrams, writing as many
examples as possible in each circle.
Everyone will pass their paper to the right,
and give students an additional 3 minutes
to add details to their group members
Venn diagram. Continue to pass giving
2-3 minutes until each person in group
has seen each other's paper and added
details. Give students about 5 minutes to
review their circles and discuss any
information that may need to be added.
Make a class Venn diagram on the
SmartBoard to record results from
discussions. Make sure students have
picked up on the main points of each
selection.
Standards:
RL.6.9 : Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in
terms of their approaches to similar themes and topics.
RL.6.1 : Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 : Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
RL.6.5 : Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot.
RL.6.4 : Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
RL.6.6 : Explain how an author develops the point of view of the narrator or speaker in a text.
Writing Process
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"I Won't Grow Up"
PACING
30 mins
SKILL AND
DEFINITION
INITIATION OF
TASK >
ESTABLISHING
THE CONTROLLING
IDEA: Ability to
establish a claim and
consolidate
information relevant
to task.
PRODUCT AND PROMPT
DAY 7-EVIDENCE CHART
Choose two selections that were
part of "close reading" lessons
and create an evidence chart of
quotes that demonstrate how the
author develops the theme of
growing up.
SCORING GUIDE
Students meet
expectations if they have
three examples of
evidence for each
selection (6 total). They
should have page
numbers to cite from the
selection.
INSTRUCTIONAL STRATEGIES
Students will work individually to complete
an evidence chart. (2 column t-chart with
heading for quote and page
number/commentary) Students must find
at least three examples of a
sentence/phrase from each selection and
cite its line or page number. Then in the
commentary section the student will add
his or her thoughts about how that
particular quote shows the author
developing the theme of "growing up".
Evidence should be strong examples that
demonstrate analysis, as noted during
annotations and close reading of these
texts. Students will be expected to use
literary terms such as diction, point of
view, speaker, and tone/mood in their
commentary.
Standards:
RL.6.1 : Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 : Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
RL.6.5 : Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot.
RL.6.4 : Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
RL.6.6 : Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.9 : Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in
terms of their approaches to similar themes and topics.
Additional Attachments:
 Evidence Chart
30 mins
PLANNING >
OUTLINING THE
WRITING: Ability to
outline main points of
the comparison
essay.
DAY 8-OUTLINE ESSAY
Students will use the outline
graphic organizer with sentence
frames to begin outlining and
drafting the main points of their
essay.
Students must complete
all sections of the outline
with sentence frames in
order to meet
expectations.
1) Use the anchor chart "Tips for Writing a
Comparison Essay" to begin the discussion
for the day. Show students an exemplary
model of an essay that follows the tips of
writing.
2) Think-pair-share with an elbow partner
discussing the question, "What makes this an
exemplary essay?" Share out with the whole
group and create a checklist of requirements
for the essay.
3) Share rubric with students and have them
highlight and annotation important aspects of
each category.
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"I Won't Grow Up"
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PRODUCT AND PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Standards:
W.6.2 : Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content
W.6.2.A : Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
W.6.2.B : Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.D : Use precise language and domain-specific vocabulary to inform about or explain the topic.
Additional Attachments:
 Outline
25 mins
DEVELOPMENT >
INTRODUCTORY
PARAGRAPH:
Ability to compose an
introductory
paragraph using a
thesis statement.
DAY 8-INTRODUCTION
PARAGRAPH
Develop an effective and engaging
introduction paragraph for your
essay incorporating a hook,
explanation, and thesis.
Meets expectations if:
Hook is engaging and
relevant
Explanation
sucessfuly bridges
hook and argument.
Thesis is specific, well
articulated, and the
actual topic of the
paper.
*This tool should be used with students who
already know their thesis, not as a tool to
develop one.
1. Using the handout, do a think aloud in
which you walk through the steps to develop
an introduction paragraph. Think about
several hooks, and chose the best one
(emphasizing that the first idea isnt always
the best).
2. Allow students to complete the handout
independently.
3. Finish with a share, either class wide or
between partners.
Standards:
CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
Additional Attachments:
 Intro Handout
1 hr
DEVELOPMENT >
BODY
PARAGRAPHS:
Ability to develop two
main body
paragraphs
comparing texts.
Literacy Design Collaborative
DAY 9 AND 10-INITIAL DRAFT
USING GOOGLE DOCS
Write an initial draft complete with
opening, development, and
closing; insert and cite textual
evidence.
Provides complete
draft with all parts.
Supports the opening
in the later sections
with evidence and
citations.
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Using Google Docs students will create
an initial draft of their essay following the
outline format and sentence starters.
Introduction will include a hook and thesis
statement. Body paragraphs will include a
topic sentence, evidence including
citation, and commentary including
student's own analysis. Concluding
sentences will wrap up each paragraph.
The essay should be a total of 4
paragraphs: introduction, 2 body
paragraphs (one for each selection) and a
conclusion.
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"I Won't Grow Up"
PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Standards:
W.6.2 : Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content
W.6.2.A : Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
W.6.2.B : Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.C : Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.D : Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.E : Establish and maintain a formal style.
1 hr
REVISION,
EDITING, AND
COMPLETION >
PEER EDITING:
Ability to work with
peers to provide
constructive
feedback in the
revision and editing
process.
DAY 11 & 12-PEER EDITING
AND MULTIPLE DRAFTS
Refine composition’s analysis,
logic, and organization of
ideas/points. Use textual evidence
carefully, with accurate citations.
Decide what to include and what
not to include.
Provides complete
draft with all parts.
Supports the opening
in the later sections
with evidence and
citations.
Improves earlier
edition.
Uses peer feedback
as purpose for
revising/editing.
Students work in groups of 2-3 to peer
edit each other's drafts. Using the "share"
feature on Google Docs students share
their essay with at least 2 other students
in group. Students should also "share"
with the teacher for additional feedback.
Students comments should use language
from anchor charts, rubric, and writing
checklists. Students must comment at
least 6 times and no general "good job" or
other vague comments will be accepted.
After reading comments from peers,
students should work on improving and
making corrections needed to their
drafts.
Standards:
CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCR.W.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.6.5 : With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
W.6.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.A : Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories
and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
30 mins
REVISION,
EDITING, AND
COMPLETION >
FINAL DRAFT:
Ability to submit final
piece that meets
expectations.
Literacy Design Collaborative
FINAL PIECE
Turn in your complete set of
drafts, plus the final version of
your piece.
Fits the “Meets
Expectations”
category in the rubric
for the teaching task.
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After working through the writing process,
students will print their essay written in
Google Docs. Students will complete a final
exit ticket that includes a reflection of their
strengths and weaknesses as a writer.
Reflections should be submitted with the final
product.
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"I Won't Grow Up"
PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Standards:
CCR.W.10 : 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 tasks, purposes, and audiences.
W.6.6 : Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Instructional Resources
No resources specified
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"I Won't Grow Up"
Section 4: What Results?
Student Work Samples
Advanced
 Growing Up Sample
Teacher Reflection
Not provided
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"I Won't Grow Up"
All Attachments
 Poems: "On Turning Ten" by Billy Collins and "Life Doesn't Frighten Me" by Maya Angelou :
https://s.ldc.org/u/bayp55ij35tg90eyewpjqbult
 Musical Lyrics to "I Won't Grow Up" : https://s.ldc.org/u/2f7hp802hvus29j34hsjqvb10
 "Never Grow Up" by Taylor Swift : https://s.ldc.org/u/4r9mchm5iq5w1tg8vzfp5sxnj
 Growing Up Sample : https://s.ldc.org/u/bzmu4hjmpt37cesp4dpaq9vit
Literacy Design Collaborative
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https://s.ldc.org/u/49pkz5bhwpi13vbne0gd4ekag