This prompt can be used with A Chance in the World or with another text. It asks students to take a position on the topic of how reading shapes our lives and to support that position with evidence from one or more texts and from their experience.

Duration: Approximately 3 class periods

This prompt can be used with A Chance in the World or with another text or set of texts. It asks students to explain what allows people to persevere to overcome obstacles.

Duration: Approximately 3 class periods

This prompt can be used with A Chance in the World or with another text or set of texts. It asks students to explain how teenagers form their identity.

Duration: Approximately 3 class periods

This prompt can be used with A Chance in the World or with another text or set of texts. It asks students to write a narrative about someone who has lived through difficult circumstances and has learned something as a result.

Duration: Approximately 3 class periods

This prompt can be used with A Chance in the World or with another text or set of texts. It asks students to explain how to strengthen ties with family members.

Duration: Approximately 3 class periods

This prompt can be used with A Chance in the World or with another text or set of texts. It asks students to write about someone who has healed from a traumatic experience.

Duration: Approximately 3 class periods

This prompt can be used with A Chance in the World or with another text or set of texts. It asks students to write an argument about who should be responsible for the needs of children who can’t be provided for by their families.

Duration: Approximately 3 class periods

This prompt can be used with A Chance in the World or with another text or set of texts. It asks students to explain how someone can achieve big goals even when the path is steep, using examples from their reading or experience to support their ideas.

Duration: Approximately 3 class periods

This prompt can be used with A Chance in the World or with another text or set of texts. It asks students to explain what it means to face the consequences of a decision.

Duration: Approximately 3 class periods.

This assignment asks students to read Chapter 25 from A Chance in the World and write an analysis of it.

Duration: Approximately one class period

This Writing Workshop asks students to write a Personal Narrative about an experience that shaped their lives. It includes prewriting activities that help them select an experience to write about and consider how it fits into a narrative structure.

Duration: Approximately five class periods

This assignment asks students to reread a short excerpt from Chapter 21 of A Chance in the World and respond to the way Steve's professor gave feedback.

Duration: Approximately one class period

In this assignment, students choose a prompt which asks them to reflect on the Social Emotional Learning competency of Self-Awareness. When students reflect on Self-Awareness, they:

• consider their own thoughts and emotions;
• recognize their strengths and limitations; and
• reflect on how they fit into their families, their communities, and the world.

Students also practice Narrative writing skills such as developing a strong introduction, using sensory language, and elaborating with details as they develop their responses.

In this assignment, students can choose a prompt which asks them to reflect on the Social Emotional Learning competency of Self-Management. When students reflect on their own Self-Management actions, they consider their ability to:

• manage stress;
• manage their own emotions, thoughts, and behavior; and
• have their voices heard.

Students also practice Narrative writing skills such as developing a strong introduction, using sensory language, and elaborating with descriptive details as they respond to the prompts.

In this assignment, students can choose a prompt that asks them to reflect on the Social Emotional Learning competency of Responsible Decision-Making. When students reflect on their own Responsible Decision-Making, they consider their ability to:

• take actions guided by ethical standards;
• empathize with others while considering perspectives from diverse backgrounds; and
• use critical thinking to evaluate the consequences of their behavior.

Students also practice Narrative writing skills such as developing a point of view, using sensory language, and staying on topic as they respond to the prompts.

In this assignment, students can choose a prompt that asks them to reflect on the Social Emotional Learning competency of Relationship Skills. When students reflect on their own Relationship Skills, they consider their ability to:

• establish and maintain healthy relationships;
• focus on and respect diversity and diverse views; and
• communicate, collaborate, and work together to resolve conflict.

Students also practice Narrative writing skills such as considering point of view, elaborating with details, dialogue, and descriptions, and choosing words carefully as they respond to the prompts.

In this assignment, students can choose a prompt that asks them to reflect on the Social Emotional Learning competency of Social Awareness. When students reflect on their own Social Awareness, they consider their ability to:

• analyze situations, solve problems, and make decisions for the good of the group;
• understand other people's perspectives, including people from diverse backgrounds, and
• understand and evaluate social norms and pressures.

Students also practice Narrative writing skills such as establishing point of view, analyzing a situation, and elaborating with details, dialogue, and descriptions as they respond to the prompts.