Family and Changes in Adolescence

For Seventh Grade

Note: The following unit plan has been adapted in large portions from Shawn Pate’s “Identity:
Coming to Know One’s Self Through Literature” located at
http://www.coe.uga.edu/~smago/VirtualLibrary/Pate.pdf with consent given at that website.

Rationale
Identity is a major issue with most adolescents. Students are moving from the identity they

have formed in relation to their parents, and embracing an identity of their very own. “The onset

of cognitive thinking triggers a host of emotional tasks to be completed, not the least of which is

the development of a positive self-esteem and some degree of autonomy from their parents”

(Irvin 25). In this time of great change, emotionally, psychologically and physically, children

should be able to feel comfortable with their metamorphosis. Adolescents should be given the

opportunity to understand and comment on their own change as well as the change of others

through reading, discussing, writing, research and other forms of expression. Reading literature

that addresses these great changes opens the door for a dialogue between students, their peers

and teachers on difficult topics related to the formation of students’ identities.

Often the literature taught in schools provides students a chance to learn about the change

of adolescence through the eyes of the adolescent, but I plan on taking a different approach as I

try to further allow the students to explore adolescence through the eyes of someone different.

By allowing students to brainstorm, discuss, and write about adolescence through the eyes of

another it allows them to an out-of-body experience, where hopefully they can conceptualize

how their own family members are dealing with change.

A large portion of our study on identity will be based on group discussion of the literature.

Adolescents must be able to negotiate their identity. They can begin to understand how to better

do this through the discussion of the literature they read.

 The young adolescent is egocentric; but the emerging formal thinker is able to

consider the thoughts of others. Discussion and debate helps student to consider

issues that are important to them and resolve conflicting viewpoints; they are

forced to reexamine their own views in light of the views of others. Students

may, for the first time, conceive of what might be possible or what might occur

rather than merely what is. This process of social interaction enables young

adolescent to mature both socially and intellectually (Irvin 26).

With Irvin’s thoughts in mind, one can see that it would be beneficial for students to

discuss issues dealing with identity in literature to better understand their own identity by

reexamining their initial thoughts in relation to the thoughts of their peers.

In the novel, “Meet the Austins” by Madeleine L’Engle, the entire story is told through the

eyes of a pre-adolescent girl on the brink of hitting adolescence. Her older brother, John is

currently just being hit with the challenges of puberty, and it could not come at a more

inconvenient time. As the narrator tries to conceptualize the change her brother struggles through

and how that change is going to affect her, her family is also undergoing a change in the overall

dynamic as they decide to take in the young, bratty, seven year old girl Maggy. Each member of

the family deals with the change of this new member of the family differently, but the two

characters struggling with it the most are John and the narrator, the characters that struggle with

adolescence at the same time. By working collectively as a class it is not only our job to

determine how this change affects each family member, but also how this change can further

help adolescents understand the change their family is currently undergoing as they go through

adolescence.

One of the most difficult parts of adolescence is the inability to look outside of one’s own
problems and think about other people. By teaching how adolescents personally effects and

changes other members of the family, I can hopefully promote adolescents to think about a cause

slightly bigger than themselves.

To teach this overall lesson I plan on using a scaffolding method. My first goal is to help

students understand the overall change the “Austins” are facing by adopting a new troublemaker

daughter into their already large family. By first helping the students all realize how basic change

effects each member of the family, I hope to take it to the next step and help them realize how

adolescence also greatly affects this family in the novel. When students are able to understand

the characters and their understanding of one another they will be able to take their learning to

the next level and decipher a more difficult meaning.

Many spectators may wonder why this particular novel provides any use in the classroom

over the many traditional novels that could be chosen in its place; however, I find that this novel,

written by the author who wrote A Wrinkle in Time, is a book that more students would be

willing and interested in reading. Many students are familiar with A Wrinkle in Time and will

have enough background knowledge to hopefully find excitement in reading another novel

written by L’Engle. The novel proves to be challenging because students are forced to

conceptualize how the story changes based on the young age of the narrator; however, since it is

from the perspective of a younger girl the vocabulary is not anything to challenging to work

with, and students will be able to further work on concepts in this particular unit.

Some might ask, “Why would a class devote an entire unit to the study of identity?” My answer

to this can be summed up by Erik Erickson’s comment on adolescent identity:

They are sometimes morbidly, often curiously preoccupied with what they appear

to be in the eyes of others as compared with what they feel they are. In their
 search for a new sense of continuity and sameness, which must now include

sexual maturity, some adolescents have to come to grips again with crises of

earlier years before they can install lasting idols and ideals as guardians of a final

identity. Now a larger group unit, vague in its outline and yet immediate in its

demands, replaces the childhood milieu—“society”. (Erikson 128).

Students are forced to face the pressures of change, but they face these changes

together with their family and with one another. Through sharing and discussing I hope

to open up the idea to my future students that they can talk with one another about the

changes and problems they are facing as well as talking to members of their own family.

Once they are able to realize that they can talk with one another and with their family

members without being judged it will open up an entire world of relief to them. By

speaking out or writing their problems and concerns they will be able to feel better about

the challenges they face each day.

Shawn Pete’s Reference List

Works Cited
Adler, Jerry. “The Truth About High School.” Newsweek 10 May 1999: 56-58.
Erikson, Erik H. Identity: Youth and Crisis. New York: W. W. Norton &
Company, Inc, 1968.
Irwin, Judith L. Reading and the Middle School Student. Needham Heights,
MA: Allyn & Bacon, 1998.
Kirby, Dan, and Tom Liner. Inside Out. Portsmouth, NH: Boynton/Cook
Publishers, Inc, 1998.
O’Keefe, Virginia. Speaking to Think Thinking to Speak. Portsmouth, NH:
Boynton/Cook Publishers, Inc, 1995.

Goals and Accompanying Rubrics

Aforementioned in my rationale students are to identify change in a family, but one of the

biggest changes they are asked to identify with is the ongoing turmoil of adolescence. Students

will be asked to determine first the basic change this exceptionally large family is undergoing

before they will be asked to conceptualize the more challenging change the family faces. By
creating specific goals and rubrics for my students I hope to take them step-by-step through the

scaffolding process to help them learn the bigger and underlying lesson that lies within the novel.

While creating goals for my students I want to make sure I properly assess that the students are

keeping up with their reading, while learning about the changes that families are sometimes

forced to undergo. The final overall project for this unit will hopefully showcase the students

knowledge of technology, creativity, and originality while still demonstrating their knowledge of

the abstract concepts from the book.

Goal #1: Reading Quizzes. (30 of the final 200) Reading quizzes will be given sporadically

throughout the unit to ensure that the students are completing he reading each night. For the

students to be successfully learning they need to be doing the required reading each night. These

quizzes will not only help assess that the student’s are reading each night, but also to assure that

students are understanding the reading as they go along. Reading quizzes will only take five

minutes of time and will include one short answer question that helps the students begin thinking

about the text for that day. The multiple-choice questions will only count for ¼ of the allotted

points. The highest point value will be earned from the short answer section. Following will be a

generic description of the test that will be handed out on select days.

Reading Quiz (Title of Reading Quiz Goes Here)

Choose only ONE Answer for each of the following:

1. Question about a character
2. Question about an event
3. Question about an event
4. Question about the setting
5. Question about a character

After reading last night’s homework write a short description of the events that took place within
the story. Try to limit your answers to only a few sentences. Try to consider the following to help
prompt your writing:
 1. Did any major events take place?
2. Where did the action of today’s reading take place?
3. Which characters were involved in the reading?
4. What events happened at the beginning, middle, and end of the story?

Rubric for Short Answer on Reading Quizzes

You will receive the full amount of points if, by providing adequate details, you can prove to me
that you read the book (and not just the spark notes on the novel). It is important that you discuss
events, people, and places from the beginning, middle, and end of the reading so I can be sure
you did the entire reading. Be sure to include information beyond what is included in the
multiple-choice questions for the full amount of points.

No points will be allotted if your writing lacks details, only includes events from the beginning,
or middle, or end of the reading, the information is very generic, or the only material listed is
from the multiple-choice questions, is blank, or has made up material.

Goal #2: In-class Writing. (60 of the final 200) Throughout the unit students will be asked to do

various and different types of writing. These writings will range from reflections about the

reading, to creative short stories, and one act plays. After completing these writings students will

share them with one another and post their stories to their online blog. On various occasions

students will be asked to read some of their classmates writings and leave comments. These

writings will hopefully allow students to think deeper about the reading and provide their own

individual ideas. It also allows them to share their ideas with one another while still giving them

practice in writing. On the next page will be a handout describing the writing activities the

students will need to complete.

In Class Writings

Throughout the reading of Meet the Austins you will be asked to do a wide variety of writings.
These writings will provide an opportunity for you to show your creativity through your ideas
about the reading. For all of these writing assignments I will expect to see a well thought out idea
that relates to the reading and shows your knowledge and understanding of “change” by relating
the reading to your own personal life experiences. All your readings will be posted on your
online blogs and from time to time I will be asking for you to leave comments on one another’s
works proving that you are reading some of your classmates works. Writings will also be shared
in class.
Response Entries. The response entries will be about one or two paragraphs long where
you will be answering your opinion to a question provided by me. These writings will not be
graded heavily on grammar, but simply based off your ability to understand the question in
relationship to the book. No idea is a bad one.
Short Stories. The short stories will usually be about one to two pages long and will give
you a chance to relate the story to your own personal life in a creative manner. For each of these
stories you will be given a chance to brainstorm some initial ideas and then I will provide a
prompt in which you will use to show how your stories change. One of your stories will be used
for the next writing workshop in case grammar will count, but the rest of the papers will not be
graded heavily on grammar.
One Act Plays. In groups of 4 or 5 you will be asked to write short one act plays. These
plays will usually be between five and ten minutes long when performed. You will be handed out
a prompt and between the group you will all be asked to come up with a play that correlates to
the prompt. Plays will be performed in class, and the scripts will be posted on the blogs.
Creativity is expected!

*NOTE: I am required to report any thoughts of or suggestions of violence, suicide, substance

abuse, family abuse, or other harmful behaviors with the school counselors.

Rubric for In-class Writing

Please be sure to follow along with the rubric in order to fulfill the expected requirements!

“A” Work:
The work demonstrates deep thought about the text and the meaning of the texts. You need to
show me that you have your own ideas about the work. The work should be creative and
original. The work should the maximum amount of hard work and good use of the given class
time to use it.

“B” Work:
This work will be creative and original but will show some lack of engagement with the text.
Although the writing will demonstrate knowledge of the reading, it will somewhat fail to show a
deeper thought about the text as a whole. The work will demonstrate a lot of effort but less than
the maximum amount. Class time will be used almost always effectively.

“C” Work:
The work demonstrates minimum thought about the text and the deeper meaning of it. You
didn’t show me that you did the reading. The work demonstrates a minimum amount of effort.
The given class time was not well used.

“D” Work:
A work of “D” quality will represent no understanding of the text, and no engagement with it. It
is clear you didn’t do the reading. The work shows no effort. No class time was spent working on
the piece.
“F” Work:
A failing grade will be given if the work isn’t turned in or has no relevance to the assignment
given.

Goal #3: Small Group Work. (30 of the final 200) Throughout the unit, students will have to

break up into pairs, into fours or fives, and into a writing workshop, peer-editing format.

Sometimes the goal will be writing, and sometimes feedback on writing, and other times the

groups will be for discussion purposes.

Small Group Work: Roles and Responsibilities

Whenever we get into small groups of any kind, even pairs, there are certain behavioral
expectations:
1. Everyone must be involved and actively listening. No copping out or laying back.
2. Everyone must be allowed to participate and no one should dominate and squelch other’s
participation. No excluding any member of a group for any length of time.
3. You must be proactive and not need prompting to begin or stay on task.
4. You must stay on topic – no discussions of outside matters, chit-chat, or socializing.
5. No interfering with other groups.
6. You must be considerate of others and their feelings and needs
7. Be productive. Use the time well.

Rubric for Small Groups:

For all your group work in this unit, I have observed that overall your group work fits the
following descriptor:
A = Consistently follows the above expectations
B = Very occasionally falls short on one or more criteria
C = One of the criteria characterizes your involvement in the group activity.
D = Most of your involvement in violating an expectation
F = You were an antisocial presence or entirely unproductive.

Goal #4: Final Culminating Movie. (80 of the final 200) Throughout the course of the unit

students will create plays and short stories based of their reading. By the end of the unit, it will

be up to them to work in groups and pick or combine of or all of their pieces and create a final

iMovie demonstrating what they learned from the unit in a creative way. After creating their

project they will have to write a short blog entry explaining why they choose this specific item
for their project and how they felt it represented the theme of the unit. The hopes of this project

is to provide students with some choice in their own project, but also to show that if they can

relate all the concepts of the reading together in some way. For instance, if they choose to write

their initial piece about the change Maggie brings to the family they need to also be able to show

how that affects the bigger message of the book which is the change of adolescence.

Cumulative Final iMovie Project:

To conclude this novel you will all need to break into groups of 4-5. In these groups you will
review you and your classmates works from this unit. Together as a group you will need to
create a script that either represents your favorite piece of the group or combines the work of
you and your group mates. After creating the script you are going to film and edit your very
own iMovies to be shown in class! You must include the following:
~ You must be able to how different types of change affect different people. At least “two”
characters must be affected by some form of change, and they must show different reactions
from one another.
~ You must take the mindset of another person reacting to the change an adolescent can cause to
the family. Consider your own family: how do you affect each member individually? How has
your relationship with each family member changed? Try to show those changes or affects in
your iMovie
~ You must work well with your group, and EVERYONE must be actively involved. At the end
you will be asked to evaluation how you felt you worked as a group
~ Anything containing sexually explicit material or excessive profanity will not be accepted
~ I am required to report any thoughts of or suggestions of violence, suicide, substance abuse,
family abuse, or other harmful behaviors with the school counselors.
~The editing should show a consistent amount of time and effort. Add effects, music, and
likewise to help create a nice project.
~All movies should be created as .mp4 file. I will explain further how to do this in in class. If
you do not put the movie in this format you will not be able to open the project in class and you
will lose points.
~The script must show evidence of thought out lines. Do you have the lines in front of you as
you film unless absolutely necessary. The script needs to make sense.
~ This is your chance to be creative and original! Have fun with the project!

Rubric for Final iMovie:

A final project receiving an “A” will:

*Easily show how at least two people are affected differently by change (if not more). The
reactions will fit the characterizations given to those people
*One of the characters causing the change is an adolescent
*The movie demonstrates that you can put your mind and thoughts into another’s. It shows your
thoughts about changes that are caused by adolescence.
* Will be between ten to fifteen minutes long
*Shows a well thought out script and shows effort and thought into the editing and presentation
of the project
*Shows creativity and originality
*Evidence is shown that you personally took responsibility in the group project and were
involved in a lot of the decisions, film-making, and editing

A final project receiving a “B” will:

*Show generally how two people are affected differently by change. The reactions generally will
fit the characterizations given.
*One of the characters causing a change shows mostly personality traits of an adolescent
*The movie somewhat demonstrates your ability to look through someones else’s eyes. The
ideas are there but just need tweaking. You show some of your views about changes caused by
adolescence
*If the time limit of the movie is 30 seconds less or longer then the given amount of time
*Shows some planning in the script writing and presentation of the final project. Consists of
some transitions and music ideas.
*Shows some creativity and originality
*Some evidence is present that you took responsibility in writing, filming, and editing the
iMovie

A final project receiving a “C” will:

*Will show only one person going through change, or will show two people handling change in a
similar matter. Change will lack correlation with the characterizations created
*The adolescent character is barely evident by causing no change or improper characterization
*The movie either looks through the eyes of the adolescent or shows no personal thought and
lacks a vision through another’s eyes.
*The time limit is between 31 seconds to a minute longer or shorter than the given amount of
time.
*The script appears to be thrown together at the last second and doesn’t demonstrate any
thought. The iMovie uses very little music, transitions, or effects to add to the story. The editing
seems to be done last minute with no thought.
*Shows very little creativity and originality
*Very little evidence is shown of you helping to participate in the project at all.

A final project receiving a “D” will:

*Barely show any characters reacting to change. There will be no difference to how different
people react to different changes. There will be no correlation between character and change
*There is no adolescent present in the iMovie
*The iMovie shows only the opinion of an adolescent and doesn’t show any ideas or personal
thoughts about other people
*The time limit is over 1 minute shorter or longer then the desired amount of time
*There is no script evident. The iMovie contains no transitions, music, or effects of any kind.
The film looks like it was filmed with no previous planning, and then put straight to DVD
*Shows no creativity or originality
*You took no participation in helping with the project
A final project receiving a “F” will:
Show a disgustingly poor attendance record or lack of engagement in all the days of the writing
process as presented in class, or show cheating or plagiarism.

Daily Lesson Plans

Homework:
For Day 1: 5-19
For Day 2: 19-37
For Day 3: 38-50
For Day 4: 50-60
For Day 5: 61-76
For Day 6: 78-93
For Day 7: 94-115
For Day 8: 115-134
For Day 9: 135-150
For Day 10: 151-165
For Day 11: 166-185
For Day 12: 186-207
For Day 13: 207-END
For Day 14: Work on iMovie
For Day 15: Final iMovies due

It is important to note that I have planned this unit according to regular scheduling constraints.
Class will meet 40 minutes a day and have 30 minutes of homework a night. Students will meet
every day, and the course of the unit will take up to 15 days. This unit will last little over two
weeks.
This means I have fifteen 40-minute periods for which to plan.
All handouts that I have made for the unit may be found on the next page from whichever daily
plan requires them (except for the unit goal assignments, which are contained in the Goals
section above). Class discussion is intended to be student let, yet I have developed several open-
ended questions for many of the readings, to be used when student discussion falters or begins to
get off task.

Day One: (Detailed Lesson Plan #1)

Title: Family and Changes in Adolescence Unit, Lesson 1 of 15

Class: English 12

Objective: The objective of day one is to successfully introduce the novel Meet the Austins to the
class. The class will have the opportunity to become familiar with one of the main characters of
the novel, and they will be given an opportunity to begin thinking about one of the main focuses
of the book. Day one is to also give them some practice writing while showing them what is
going to be expected of them this unit. Students will learn to “publish there writing my reading
out loud to one another, but they will also learn to publish there writing on the Internet by
posting their stories to their own personal blogs. They also need to collect data from a partner
and think critically about their own work as well as others.

Rationale: This lesson is part of a larger unit in which students are encouraged to learn about the
change adolescence can bring to other people. This lesson is one of the first steps of the
scaffolding process as it will teach the students how basic change can throw a family out of
place. By learning how one spoiled rotten character can throw a family out of place the hopes is
that eventually the class can move towards understanding how an adolescent can throw a family
or anyone out of place. This unit is will teach the students to look beyond their own problems
and think about the needs and feelings of other people around them. Part of this lesson is also
designed to teach them to read, help give them practice writing, and give them a chance to share
their works with one another. By sharing they will gain confidence in their own thoughts and it
will further help them develop more thoughts along the way.

PA State Standards:
1.3.8 B. Analyze the use of literary elements by an author including characterization, setting,
plot, theme, point of view, tone and style
1.4.8 A. Write short stories, poems, and plays
1.5.8 A. Write with a sharp, distinct focus. Identify topic, task and audience. Establish a single
point of view.
1.5.8 B. Write using well-developed content appropriate for the topic.
1.6.8 A. Listen to others
1.6.8 B. Listen to other selections of literature
1.6.8 D. Contribute to discussions
1.6.8 E. Participate in small and large group discussions and presentations.
1.6.8 F Use media for learning purposes

Materials:
-Maggy characterization handout

Activities/Procedures:
1. Briefly introduce the unit as a whole. Pass out the final project assignment and explain it to the
class, and remind them that the pieces they work on all semester will help contribute to the
final piece, take them seriously.
2. Explain to them the concept of a free write then ask them to contribute to their first free write.
They will be free writing for two minutes about family memories they have. These memories
are meant to be specific as possible. Each student will be asked to create at least two to the
three memories if not more. Each student will also be required to include as many details as
possible about who was involved in this event, what actions were witnessed, and how it made
the student feel.
3. After the free write students will be asked to break into partners. Each partner will read out
loud what they wrote about. Then the other partner will help them narrow down the family
memory that sounds the best. Students will be encouraged to discuss why they think that
family memory is best with one another. Each student will have selected one of their favorite
family memories by the end of three or four minutes.
4. The book the class will be reading for the semester will be handed out at this point and briefly
 introduced. The main topic of the unit will quickly be introduced as well.
5. The following handout will then be passed out:

MAGGY HAMILTON
AGE: 7
Maggy Hamilton can be... a brat. She is an only child, and after the loss of her mother, her
father could do nothing but spoil her constantly. From being so spoiled with attention and
presents all the time, Maggy longs for attention from all those around her. She will scream in the
night to get people to notice her. She will steal other kids dolls and rip the heads off of them, and
she is even likely to steal the occasional candy bar and then lie about it. Despite her desires for
attention, Maggy needs to be loved, and when her father is killed a plane accident– who will
take Maggy in?
INSTRUCTIONS:
Take a look at your best family memory. How would that memory be changed if you were to try
and adopt Maggy into your family? How might she affect each family member differently?
Would she even cause a change? What actions of hers would be unlike those of your family?
Would you and your family be understanding of her situation or would you be unable to
tolerate? Consider all these questions and write your own short story about your family memory
and how it changes when adding Maggy to the mix.
6. Students then will be asked to re-write their family memory acting as if Maggy had been
adopted into their family. Students will be allotted approximately twelve minutes to work on
this assignment and must be focused during this entire time.
7. Students will then be asked to quickly post the story to their blogs
8. Students will break up into groups of 3 or 4 and take turns reading out loud their stories to one
another. Students will be reminded to consider how Maggy brought about different change in
each person’s family memory.
9. If time is leftover volunteers will be asked to read their stories aloud to the class
10. Assign first night of homework from the book Meet the Austins

Assessment:
Their writing can be assessed from their journals, from their participation in their small groups,
from the texts that they publish by reading aloud, Their small group work can be assessed by
observing their listening skills and their use of time in this capacity.

Day Two: (Detailed Lesson Plan #2)

Title: Family and Changes in Adolescence Unit, Lesson 2 of 15

Class: English 12

Objective: The objective of day one is to successfully introduce the novel Meet the Austins to the
class. The class will have the opportunity to become familiar with one of the main characters of
the novel, and they will be given an opportunity to begin thinking about one of the main focuses
of the book. Day one is to also give them some practice writing while showing them what is
going to be expected of them this unit. Students will learn to “publish there writing my reading
out loud to one another, but they will also learn to publish there writing on the Internet by
posting their stories to their own personal blogs. They also need to collect data from a partner
and think critically about their own work as well as others.

Rationale: This lesson is part of a larger unit in which students are encouraged to learn about the
change adolescence can bring to other people. This lesson is one of the first steps of the
scaffolding process as it will teach the students how basic change can throw a family out of
place. By learning how one spoiled rotten character can throw a family out of place the hopes is
that eventually the class can move towards understanding how an adolescent can throw a family
or anyone out of place. This unit is will teach the students to look beyond their own problems
and think about the needs and feelings of other people around them. Part of this lesson is also
designed to teach them to read, help give them practice writing, and give them a chance to share
their works with one another. By sharing they will gain confidence in their own thoughts and it
will further help them develop more thoughts along the way.

PA State Standards:
1.3.8 B. Analyze the use of literary elements by an author including characterization, setting,
plot, theme, point of view, tone and style
1.4.8 A. Write short stories, poems, and plays
1.5.8 A. Write with a sharp, distinct focus. Identify topic, task and audience. Establish a single
point of view.
1.5.8 B. Write using well-developed content appropriate for the topic.
1.6.8 A. Listen to others
1.6.8 B. Listen to other selections of literature
1.6.8 D. Contribute to discussions
1.6.8 E. Participate in small and large group discussions and presentations.
1.6.8 F Use media for learning purposes

Materials:
-Free write Handout
-Poster board
-Construction Paper
-Markers and crayons

Activities/Procedures:
1. Begin by giving the students their first short reading quiz.
2. Explain the next free write to the students. Each table will receive a different question from
the handout and will be asked to write about that handout specifically. This handout will be
passed out to all the tables:

“CHANGE”
For the following free write please focus on your one assigned question:
~ While reading your classmates short stories, how did Maggy differently affect their family
memory over yours? Did your parents react different? Did your siblings react differently?
Did you react differently from them?
~What causes change? Consider the reading from the night before, what brought about change
in the narrator’s family? What other possibilities could cause change?
~Is change always a bad thing? Is there good change? Consider examples of both. Even
consider and discuss a change that can be terrifying but exciting. What made this change so
terrifying?
~How can you handle change? If you were the narrator or even Maggy what would you possibly
do to help yourself deal with the change? Would it be something mental or physical?

3. After the free write within a group the students must share their work with one another. While
each student reads out loud what they wrote it about, it is the duty of the other members of
their group to take notes about their classmate’s ideas. The group can discuss as a whole what
they agree and disagree on. Each person must share what they wrote.
4. Students will then have to break into different groups. This time a student with each of the
questions will be placed in groups together so that everyone has a chance to hear what
everyone else has to say. Each student will read what they wrote for their free write and then
read the notes of their previous group mates. Each person must share.
5. As a group they will be required to create a poster that represents “change”. They can either
draw or write words that represent change. This poster should show how change effects
people different, if change is good/bad, what causes change, and how change is handled. The
poster will be required to be neat and organized although will not count for a grade, but will
nearly give the students a chance to organize their thoughts as a group.
6. Students will then have to go up front and present their posters to the rest of class, and briefly
discuss what made them choose the format and organization of their poster.
7. The next set of reading for that night will be assigned.

Assessment:
Their writing will not be assessed, but their participation in their small groups will. They can also
be assessed from their final posters and from demonstrating a good use of class time and good
listening skills of their classmates. Assessment of whether or not students did the reading will be
taken from their first reading quiz.

Day Three: (Detailed Lesson Plan #3)

Title: Family and Changes in Adolescence Unit, Lesson 3 of 15

Class: English 12

Objective: The objective of day one is to successfully introduce the novel Meet the Austins to the
class. The class will have the opportunity to become familiar with one of the main characters of
the novel, and they will be given an opportunity to begin thinking about one of the main focuses
of the book. Day one is to also give them some practice writing while showing them what is
going to be expected of them this unit. Students will learn to “publish there writing my reading
out loud to one another, but they will also learn to publish there writing on the Internet by
posting their stories to their own personal blogs. They also need to collect data from a partner
and think critically about their own work as well as others.

Rationale: This lesson is part of a larger unit in which students are encouraged to learn about the
change adolescence can bring to other people. This lesson is one of the first steps of the
scaffolding process as it will teach the students how basic change can throw a family out of
place. By learning how one spoiled rotten character can throw a family out of place the hopes is
that eventually the class can move towards understanding how an adolescent can throw a family
or anyone out of place. This unit is will teach the students to look beyond their own problems
and think about the needs and feelings of other people around them. Part of this lesson is also
designed to teach them to read, help give them practice writing, and give them a chance to share
their works with one another. By sharing they will gain confidence in their own thoughts and it
will further help them develop more thoughts along the way.

PA State Standards:
1.3.8 B. Analyze the use of literary elements by an author including characterization, setting,
plot, theme, point of view, tone and style
1.4.8 A. Write short stories, poems, and plays
1.5.8 A. Write with a sharp, distinct focus. Identify topic, task and audience. Establish a single
point of view.
1.5.8 B. Write using well-developed content appropriate for the topic.
1.6.8 A. Listen to others
1.6.8 B. Listen to other selections of literature
1.6.8 D. Contribute to discussions
1.6.8 E. Participate in small and large group discussions and presentations.
1.6.8 F Use media for learning purposes

Materials:
~Free write handout 1
~Free write handout 2

Activities/Procedures:
1. The day will begin with a free write. To help guide the students during their free write the
following handout will be given to them:

“Oh, Mother, why do things have to change and be different! I like us exactly the way we are,
our family. Why do people have to die, and people grow up and get married, and everybody
grow away each other? I wish we could just go on being exactly the way we are!” (35-6)
[Think of a time when you felt this similar way. What change was about to happen/was
happening that made you feel this way? Try to include details about that time and how it made
you feel beyond what the quote already says.]

2. After the free write students will share their stories with one another in small groups. It will be
important that all the students discuss change with one another.
3. As a class some students will be asked to share their stories and have them discussed as a class
4. Another free write will be handed out afterward described through this handout:

“We can’t stop on the road of Time. We have to keep on going. And growing up is all part of it,
the exciting and wonderful business of being alive. We can’t understand, any of us, but being
alive is a gift, the most wonderful and exciting gift in the world.”
[When considering your previous free write, do the words of John’s mother apply to your
difficult time in life? What words of wisdom got you through that time? Do you think growing up
is really as magical as John’s mother makes it seem? Is growing up what makes life exciting?
Why?]

5. After the free write students will share their stories with one another in small groups. It will be
important that all the students discuss change with one another.
6. As a class some students will be asked to share their stories and have them discussed as a class
7. The students will then be asked to open up their blogs and combine their two free writes and in
an organized fashion write a paragraph or two about whether or not they are scared to grow up
and why they may or may not fear it.
8. Afterwards, students will break into partners and read their blog entries to one another
9. Reading from the novel Meet the Austins will be assigned

Assessment:
Their writing will not be assessed, but their participation in their small groups will. They can also
be assessed from their blog entries and from demonstrating a good use of class time and good
listening skills of their classmates.

Day Four:
Jigsaw Activity: (To help distinguish and learn all the characters)
Students will work in groups of 3 and spend about 4 minutes per station
Topics:
1. Vicky (Narrator)
2. Maggy
3. John
4. Suzy
5. Rob
6. The Parents
7. Aunt Elena
8. Uncle Hal

Day Five:
Free write about all the different mishaps the family goes through with Maggy
Students will discuss in small groups
Create freeze frames
Students will work in groups of 5-6 and will pick one of Maggy’s mishaps from their
reading and show out one split second of that scene and the rest of the class will guess what
scene is being shown.

Day Six:
Web Activity:
Free write about handout:

Suzy’s a Vegetarian!
Suzy has decided that she no longer likes to eat meat! It’s horrifying to her! As the family sits
around the dinner table Vicky and John both respond differently to Suzy’s new decision. What
are there different responses, and what about their character causes them to respond
differently?

Students will then break off into pairs and share their responses
Pairs of students will then join to other students and share responses
One representative from each group will speak in front of the class about the group’s findings

Day Seven:
Free write from the following handout:

Vicky and John’s Big Fight

Both Vicky and John find themselves bickering with one another. Vicky particularly doesn’t
understand why John is being so nasty, but she knows she can’t blame this one on Maggy. What
causes Vicky and John to have this fight? What possibilities cause this change in John?
Consider factors such as his current condition and his age. Are there ever days when you have
strange outbreaks such as this? And if so, how did your family or friends react?

Discuss the answers in small groups

Discuss the answers as a class
Split the class into groups of 3-4
Groups will create a talk show formatted script depicting both the opinions of Maggy and John
and will be asked to include costumes and prompts
Groups will write the script, each person will post on their blog

Day Eight:
Reading Quiz #2 will be handed out
Students will present their talk shows with props and costumes

Day Nine:
Letter to the author:
Students will free write for five minutes about their thoughts and feelings about the book and
reading so far
Students will share their answers in small groups and then with the class
Students will individually write a letter to the author and post it on their blogs
Students will share their letters in groups of three
If time permits volunteers will share their letter with the class

Day Ten:
First day of work on final iMovie Project
Students will meet up in their assigned groups
Students will out loud share their favorite works from the unit thus far (free writes, short story,
letter to the author, talk show, anything)
Students will then pick stories they possibly want to combine or further indulge in
Day Eleven:
Free Write about the following handout:

“We all knew the parts to that, so we joined in. John was singing bass, and I suddenly realized
how deep his voice was, and it seemed hardly any time since it had been high and clear like
Rob’s. Izzy was looking at him, and her eyes were like Colette’s when she looks at Daddy when
he’s sitting in the red leather chair and she hopes he’s going to give her a tidbit. And suddenly I
realized that John was growing up, and Izzy and Betsey were beginning to wear makeup as a
matter of course. We were all growing up and everything was going to change; it would never be
the same again” (163-5)

Consider if you have any, your siblings (if you don’t have siblings consider your parents) Right
now you are going through a time in your life where you are changing drastically. How do you
think that makes your siblings/parents feel? Why must they feel this way? How does this change
your relationship with them?

Students will share their findings in a small group

Students will share their findings with the class
Students will discuss how adolescence affects other people
Students will then write a journal entry (1-2 paragraphs with little attention to grammar) about
how they feel adolescence changes relationships

Day Twelve:
Writing Day of the Script

Day Thirteen:
Filming/Editing Day

Day Fourteen:
iMovie Presentations

Day Fifteen:
iMovie Presentations
Culminating Discussion

At the end of the novel were the changes the family underwent with Maggy and John good or
bad and why? Why/how did the parents stay so calm through everything? What responsibilities
do we have towards one another? How can we learn to accept that we’re growing up? How must
your own family feel towards the changes your going through? What techniques did John use to
subvert these changes? What techniques could you use to undermine these changes? Did you like
or dislike the novel?