As We Change and Grow

ENL Proficiency Level | ENL Program | Standards | Technology

Emerging, Transitioning, Expanding, Commanding   |   Stand-Alone, Integrated ENL/ELA   |  RL.6.2, RL.7.2, RL.8.2, RL.6.3, RL.7.3, RL.8.3, RI.6.2, RI.7.2, RI.8.2, W.6.3, W.7.3, W.8.3, W.6.4, W.7.4, W.8.4, W​​.6.9, W.7.9, W.8.9, L.6.1, SL.7.1, SL.8.1, SL.6.4, SL.7.4, SL.8.4, L.6.3, L.7.3, L.8.3, L.6.6, L.7.6, L.8.6   |   Canva, iMovie, Invideo AI

Content

I can analyze analyze how a protagonist changes through interactions with secondary characters. 

I can draft a personal narrative that tells a true story about a time when I experienced change or growth.

Procedure

• Introduction to the Theme

  • Students read “Do People Really Change?” explains the research behind the “Big Five” personality traits and how people do, in fact, change and grow. It provides an opportunity for students to reflect on who they are and who they want to be, while also providing a framework to think about character change throughout the unit.

• Analyzing "Home" by Hena Khan

  • Students read “Home” by Hena Khan, which tells the story of a young girl who moves from Pakistan to the United States. As the class discusses the text, the teacher focuses on the protagonist’s journey of adjusting to a new life, navigating cultural differences, and finding her sense of belonging. The students analyze how the protagonist grows and changes emotionally and socially.

  • Once students have completed their drafts, they pair up with a classmate to share their narratives. They provide feedback to one another about the clarity of the story, how effectively the theme of growth and change is communicated, emotionally and socially.

• Personal Reflection

  • After reading, students are given time to reflect on their own experiences with change. They are asked to think about times in their lives when they faced transitions, such as moving to a new place, changing schools, or dealing with a personal challenge. Prompts to guide their reflection could include:

    • Describe a time when you moved or experienced a big change.

    • How did you feel before, during, and after the change?

    • What did you learn about yourself through this experience?

  • The students take notes, jotting down memories and thoughts that might help them when writing their narratives.

• Writing the Personal Narrative

  • With their reflections in mind, students begin drafting their personal narratives. The goal is for students to share an authentic story about a time they experienced change and growth. The teacher provides a writing outline that encourages students to structure their stories, which might look like this:

    • Introduction: Introduce the change or transition and the emotions you felt at the time.

    • Body: Describe the experience in detail, focusing on how you navigated through it. What challenges did you face, and how did you overcome them?

    • Conclusion: Reflect on how you have changed and grown because of the experience. What did you learn, and how are you different now?

• Peer Sharing and Reflection

  • Once students have completed their drafts, they pair up with a classmate to share their narratives. They provide feedback to one another about the clarity of the story, how effectively the theme of growth and change is communicated, and offer suggestions for improvement.

• Final Edits and Reflection

  • Students then revise their narratives based on peer feedback and teacher guidance. The final step is for students to reflect on the writing process and how their perspectives have evolved. They might answer questions such as:

    • What surprised you about writing your personal narrative?

    • Did you learn something new about yourself while writing?

    • How do you feel about the theme of change and growth now, after reading Home?

  • This learning experience helps students not only connect deeply with the text "Home" by Hena Khan but also allows them to explore their personal journeys of change and growth through writing. The personal narratives they create become a way to express and understand the transformations they have experienced in their own lives.

• Digital Storytelling

  • Students use their narratives to create a movie with images, video clips and audio recordings on Canva, iMovie, or Invideo AI.