Reading Activity - My Life- Why reading is so important simulation
MyPaths
1.9k Followers
Grade Levels
5th - 10th
Subjects
Resource Type
Formats Included
- NOTEBOOK (SMARTboard) File
Pages
14 pages
MyPaths
1.9k Followers
What educators are saying
This activity was a big hit in my classroom. They told me it was like MASH and that really made them invested.
Description
TEACHER DIRECTIONS
Purpose: A simulation activity that allows students to see the realize the consequences of not trying to become better at reading and writing. This activity puts students into random socioeconomic groups based on a random number on a die. This number will determine how much money they get to spend on six different areas of their life (house, location where they live, food, entertainment, transportation, and college). Students will have to make some difficult choices based on the their budges at to what they will buy and end up with for "their life". Then students get to share what they purchased, and create a short narrative where they pretend they are at a "school reunion". They must share how their life is since school. Students will then get an opportunity to "trade places" in their life. They get to either go up "two levels of socioeconomic status" or "down two levels of socioeconomic status". This allows students to see what life would be like on both ends of the spectrum. Students finish the activity up by comparing their lives, and reflecting on the point of the activity. They also set goals for themselves so that they can shape what their future holds.
GOALS: Students will analyze statistics about why reading is important and work through a simulation that will put them in a situation of what their future could be life if they do not value their reading skills.
MATERIALS: Printouts
COMMON CORE STANDARDS:
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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, building on others’ ideas and expressing their own clearly.
Purpose: A simulation activity that allows students to see the realize the consequences of not trying to become better at reading and writing. This activity puts students into random socioeconomic groups based on a random number on a die. This number will determine how much money they get to spend on six different areas of their life (house, location where they live, food, entertainment, transportation, and college). Students will have to make some difficult choices based on the their budges at to what they will buy and end up with for "their life". Then students get to share what they purchased, and create a short narrative where they pretend they are at a "school reunion". They must share how their life is since school. Students will then get an opportunity to "trade places" in their life. They get to either go up "two levels of socioeconomic status" or "down two levels of socioeconomic status". This allows students to see what life would be like on both ends of the spectrum. Students finish the activity up by comparing their lives, and reflecting on the point of the activity. They also set goals for themselves so that they can shape what their future holds.
GOALS: Students will analyze statistics about why reading is important and work through a simulation that will put them in a situation of what their future could be life if they do not value their reading skills.
MATERIALS: Printouts
COMMON CORE STANDARDS:
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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, building on others’ ideas and expressing their own clearly.
Total Pages
14 pages
Answer Key
Not Included
Teaching Duration
90 minutes
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