Who Moved My Cheese? for Teens

Students read, discuss, and write about Who Moved My Cheese? for Teens by Spencer Johnson, M.D., a parable about life's changes, and how best to benefit from them. By reading the parable, students will learn ways to react positively to inevitable change, and gain insight into their personal decision-making processes regarding changes in their lives, now and in the future. This lesson plan is modified for Advanced English Language Learners in the 9th and 10th grades. It is written for 45 minute class periods, but can be modified for 90 minute block classes.

A lesson plan for grades 9–10 English Language Arts and English Language Development

By Ann Gerber

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Related topics

• Learn more about English language learners, Who Moved My Cheese, language arts, literary devices, parables, and symbolism.

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Learning outcomes

Students will:

• learn new vocabulary, and use it in their speaking and writing.
• understand what a parable is and be able to give examples of other parables in literature.
• be introduced to idiomatic expressions in the text, and be challenged to use them in their own speaking and writing.
• reflect in writing about changes in their own lives through journal entries, and through other writing assignments.
• make “The Handwriting on the Wall” slogan posters and decorate the room with them.

Teacher planning

Time required for lesson

10.5 hours

Materials/resources

• Copies of Who Moved My Cheese? for Teens by Spencer Johnson, M.D.
• A copy or copies of Who Moved My Cheese in students’ first language(s)
• Poster board, scissors, markers, tape for “Handwriting on the Wall” slogan posters

Activities

(Each “day” is 45 minutes.)

Day 1

Pre-Introduction vocabulary of proverb, parable, parody and teacher mini lesson of examples of above vocabulary. Students will use this knowledge to complete the anticipation guide.

Day 2

• Teacher introduces the text to students
• students complete Unit Introduction worksheet on change in students’ lives
• students discuss their written work

Days 3-12

• Students read and discuss the text using critical vocabulary lists as needed
• As the class reads, each student fills out a character Summary Table
• Students react to the days’ reading in their journal entries, using some of the new critical vocabulary

Day 13

Students make “Handwriting On the Wall” slogan posters and hang them in the classroom.

Day 14

Students return to Day 2 worksheet and discuss the question, “Would you have reacted differently to your life’s changes if you had read this book before those changes? If so, how?”

Assessment

• Listening: Students will listen and react to the teacher mini lessons in ways which indicate comprehension of the material. They will listen and respond to each other in oral discussion of the text.
• Speaking: Students will engage in meaningful discussion of the daily reading assignment.
• Reading: Students will read the text for comprehension with a partner.
• Writing: Students will complete Pre-Introduction worksheet including the anticipation guide, Unit Introduction Worksheet, and write journal entries after each reading assignment.

Supplemental information

Additional attachments:

• Character Summary Teacher Key
• Writing Rubric
• Critical Vocabulary & Journal Prompts

Modifications

• Critical vocabulary handouts.
• Copies available of the book in students’ first languages.
• English/native language dictionaries on hand.Writing rubric and writing partners.

Alternative assessments

Students will self-edit writing assignments with the aid of a writing rubric based on the English Language Arts SCS for 9th and 10th grades Goal 6, Objective 2, and the English Language Development SCS Domain 4 (Writing), Objectives 1, 2, 8 and 10(see attached). They will also have writing partners to consult for help as they write.

Comments

Because my classes are very small, I made copies of all hand-outs for my students. However, for larger classes teachers may wish to convert documents into transparencies for over head projection or into Power Point slide shows.

All teenagers experience major changes; however, English Language Learners must deal with more than the usual number of changes, and those are sometimes of greater intensity than those of their American peers. Often, they have moved from their home country to the U.S. knowing no English nor understanding the culture. Their families have limited resources. For these reasons, I have chosen to introduce ELLs to a book about life’s changes, how to cope with them, and make them work for you in positive ways. I feel that all English Language Learners can benefit from reading and discussing “Who Moved My Cheese, for Teens.”