CHANDLER UNIFIED SCHOOL DISTRICT
SUGGESTED RESOURCE GUIDE FOR REQUIRED TEXTS
EXTENDED TEXT:
Eleven
Title
Sandra Cisneros
Author
n/a
ISBN
GRADE LEVEL: 6
SYNOPSIS:
A short story about a young girl turning 11, stuck somewhere in the middle between being a child and being an adult. The
narrator, who is the main character, shares her frustration in the inability of finding her voice in the world.
BACKGROUND:
Sandra Cisneros is an American author who is has been recognized with the MacArthur Fellowship, two National Endowment for
the Arts Fellowships, and a Texas Medal of the Arts. She is mostly recognized for her work The House on Mango Street. As a
former teacher and counselor for high school dropouts, she has insight to teens and their perspectives.
TEXT COMPLEXITY ANALYSIS:
The book is listed on the Common Core State Standards Appendix B exemplar list for Stories in the 6 th thru 8th grade band.
Quantitative Measurement of the text is 870L.
Qualitative Measurements:
Based on the Kansas Qualitative Measures Rubric for Literary Text, there is a Medium-High complexity creating multiple
layers of meaning, focused primarily on the actions and words of a young girl, who is struggling to find her voice. The
Structure of this text is middle low due to the simple structure and the lack of shifts in point of view. The Language in this
text is medium low as there is some use of similes and figurative language. The Knowledge Demand for this text is middle
low, the experiences of the narrator are common to many readers.
Considerations for Reader and Task:
The text is in perfect alignment with the maturity and cognitive abilities of a typical 6th grader. The relatability and
authenticity of the text speaks to student engagement and motivation. Students are able to question, visualize, and
inference to determine the underlying messages of the text. Minimal prior knowledge is needed for students to understand
the text. Content and themes directly relate to 6th grade students.
MOTIFS AND THEMES:
not wanting to grow up, finding self confidence, finding a voice, acceptance, bullying
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Chandler Unified School District Common Core Reading List
Created May 2013
LANGUAGE:
Vocabulary Acquisition and Use
Tier 2 Vocabulary


raggedy

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Figurative Language
like an onion or like the rings inside a tree trunk
wooden dolls that fit one inside the other,
eleven years rattling inside me like pennies in a
tin Band-Aid box.
sweater's still sitting there like a big red mountain.
it's hanging all over the edge like a waterfall,
Conventions of Standard English or Knowledge of Language focus standard:
Standard Text
Description of where and
how it fits with the extended
text
Demonstrate command of the conventions of standard English grammar
and use when writing
L.6.1a :Ensure the pronouns are in proper case
L.6.1b: Use intensive pronouns (myself, ourselves).
Throughout the text the
main character refers to self
as I, and others as they,
she
Standard Code
L.6.1
COMPANION TEXTS:
1-3 Short Informational Texts
Text Title and Author
1. Emotional Ups and Downs
by Enid Fisher
2. The Big Tree by Bruce
Hiscock
A short description of the text
and how it relates to the extended text
1. Discusses feelings such as shyness, embarrassment,
and anger and examines specific situations such as
the death of a loved one and fighting with family
members.
2. Follows the development of a large old maple tree
Label Difficulty:
 Advanced
 Grade Level
 Meant for
Scaffolding
1. On Level
2. Meant for Scaffolding
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Chandler Unified School District Common Core Reading List
Created May 2013
from its growth from a seed during the American
Revolution to its maturity in the late twentieth century.
(use as a simile to accompany the text)
1-3 Short Literary Texts
Text Title and Author
1. Peter Pan by J.M. Barrie
2. Peter and the Starcatchers
by Barry, D
3. Charlie and the Chocolate
Factory by Roald Dahl
4. “Past, Present, Future” by
Emily Bronte
Label Difficulty:
 Advanced
 Grade Level
 Meant for
Scaffolding
1. Grade Level
A short description of the text
and how it relates to the extended text
1. The story of a boy who doesn’t want to grow up and
three children who visit Never land and eventually
abandon it.
2. A prequel to Peter Pan, the tale of how an orphan of
unknown age will become Peter Pan. Peter and his
friends try to save a trunk containing magic from bad
pirates, on the old Neverland ship.
2. Challenging
3. The story of a boy who wishes to win a contest to tour
a candy factory, while the owner searches for the
contestant with the purest heart and innocence.
3. On Level
4. A poem using similes to reflect on the past, present,
and future.
4. Advanced
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Chandler Unified School District Common Core Reading List
Created May 2013
STANDARDS-BASED ACTIVITIES:
ACTIVITY #1 - Setting the Stage
STANDARDS ADDRESSED:
 6.SL.1 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, using on others’ ideas and expressing their own clearly.
DESCRIPTION:
This activity is geared toward engaging students into the text. Use a familiar discussion protocol with students, having them
discuss the questions in pairs or in small groups. Permit all students the opportunity to express answers to each question. Begin
classroom discussion by asking student these questions;
 Why do you think children and adults do not always get along?
 What are some reasons why children and adult have trouble communicating?
 How would you respond to the following Oscar Wilde quote, “With age comes wisdom…”
ACTIVITY #2 Pre-Reading & Reading
RESOURCES:
 Powerpoint – Point of View http://www.slideshare.net/kimberlyn7/point-of-view-powerpoint
 “Eleven” by Sandra Cisneros
STANDARDS ADDRESSED:
 6.RI.6 – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
 6.RL.6 – Explain how an author develops the point of view the narrator or speak in a text.
DESCRIPTION:
This pre-reading activity will introduce Point of View to students. Begin by sharing the Point of View power point with students.
Follow this introduction with students individually reading the text (short story). Bring students back and read the text aloud to the
class.
Use the following questions to develop understanding of POV and the importance of POV in this short story.

What is the Point of View in this short story?
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Chandler Unified School District Common Core Reading List
Created May 2013

What text from the story helped you determine the Point of View?


Who is the narrator?
At the end of the first page, what can you infer from the text about the narrator?


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What would happen if this were told in the Omniscient POV and we knew what Rachel, Mrs. Price, and Sylvia were thinking
and feeling?
How would that impact your opinion of the Rachel?
How would that impact your opinion of the short story?


Why do you think the author of this piece chose to write this short story in First Person – POV?
What does this POV selection tell you about the author?
ACTIVITY #3 – Comprehension (Guided Questions)
RESOURCES:
 List of Sample Comprehension Questions
 Blank paper strips for studenst to write question
STANDARDS ADDRESSED:
 6.RI.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 6.RL.10 – By the end of the year, read and comprehend literature, including stories, dramas and poems in the grads 6-8
text complexity band proficiently with scaffolding as needed at the high end of the range.
 SL.6.1 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, using on others’ ideas and expressing their own clearly.
DESCRIPTION:
After reading short story, share 3 comprehension questions with the class.
 How does the narrator feel about birthdays?
 What does the author mean when she says that growing old is like the rings inside a tree?
 Why does the narrator wish that she where 102?
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Chandler Unified School District Common Core Reading List
Created May 2013
Write the following questions slips and ask student to write their own questions about the short story. Crumple the paper slips into
“snowballs” and have a snowball fight. Students select a snowball and answer and discuss it with a partner. Once students have
answered questions, write a new question throw a snowball, pick up a snowball and discuss with a new partner.
Sample questions for struggling students:
 Why is it so important that the class know that the “red sweater” is not hers?
 Why do you think Sylvia says the sweater belongs to Rachel?
 Why is Mrs. Price “right?” What can you infer about Rachel’s experiences with teacher?
 Why does Rachel cry about the sweater?
 What does she mean when she says “I’m eleven, ten, nine, eight, seven, six, five, four, three, two, and one but I wish I was
one hundred and two?”
Close activity with final question “Can anyone share an experience where you were upset as upset as Rachel was in this text?
This provides students the opportunity to make a personal connection with the story.
WRITING PROMPTS:
Argument/Opinion Prompts:
o Defend the actions of Mrs. Price in this short story.
o Write an argument to support the author using an Omniscient Point of View.
o Defend the actions of the students in class when none stood up defend Rachel.
Informational/Explanatory Prompts:
o Childhood Artifact – Write an explanation of why the childhood artifact is so important and the defining memory this
artifact brings to mind.
o Write a short piece explaining what the “red sweater” represents in the story.
Narrative Prompts:
o Write a personal memoir in First Person – POV.
o Write the same personal memoir in Omniscient –POV.
o If you were Rachel, how would you have handled the situation.
Research Prompts:
o What is a bully?
o What do schools do to prevent bullying?
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Chandler Unified School District Common Core Reading List
Created May 2013
As outlined by PARCC, the prompts above may occur in a variety of writing environments. Teachers should consider:
 Incorporating a mix of on-demand and review-and-revision writing assignments
 Including routine writing, such as short constructed-responses to text-dependent questions, to build content knowledge and
provide opportunities for reflection on a specific aspect of a text or texts
 Integrating of a number of analytic writings that places a premium on using evidence, as well as on crafting works that
display some logical integration and coherence. These responses can vary in length based on the questions asked and
task performed, from answering brief questions to crafting longer responses, allowing teachers to assess students’ ability to
paraphrase, infer, and ultimately integrate the ideas they have gleaned from what they have read. Over the course of the
year, analytic writing should include comparative analysis and compositions that share findings from the research project
 Include narrative writing to offer students opportunities to express personal ideas and experiences; craft their own stories
and descriptions; and deepen their understandings of literary concepts, structures, and genres (e.g., short stories,
anecdotes, poetry, drama) through purposeful imitation.
LINKS TO ADDITIONAL RESOURCES:
http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-analyzing-point-view-23.html - POV
http://www.readworks.org/lessons/grade6/america-street - POV
http://www.slideshare.net/slenerbell/point-of-view-1731731 (POWERPOINT – POV)
http://www.stopbullying.gov/what-is-bullying/index.html Bullying Perspective
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Chandler Unified School District Common Core Reading List
Created May 2013