• demonstrate understanding of the novel’s characters, setting and plot by predicting how characters would react and the plot would change if the characters were to make different choices.
  
  
• engage in all the stages of the writing process (prewriting, draft, edit and revise, publish) while writing alternative endings or plot sequences for the novel.

1. Z for Zachariah by Robert C. O’Brien
2. Example of a “Choose your Own Adventure or Mystery” book
3. Word processor and printer
4. Green and brown construction paper or bulletin board paper
5. Plot Alternatives Designer, or Cause and Effect Chain Handout
6. Rubric Handout

1. Depending on the teacher’s reading program, availability of materials, and the maturity and reading level of students, the novel, Z for Zachariah, needs to be read aloud or read independently and discussed. Whether reading aloud or with discussion groups, this novel is great for modeling and practicing comprehension strategies, especially predicting with support, personal connections, and visualizing. Be sure that discussions throughout the novel have included some of Ann Burden’s moral dilemmas and her choices. Stop at a point where she mentions a tough choice and ask the students what choice they would make in her position.
   
   
2. Make copies of the handouts for the lesson: the Rubric Handout, and if desired, the Cause and Effect Chain Handout.
   
   
3. Test the Plot Alternatives Designer on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Introduction

1. Begin by having students brainstorm a list of important and difficult decisions that Ann had to make throughout the story (example: hide or not hide, warn Loomis of radioactive stream or not, ...).
2. Have students put these decisions in the order in which they occurred.
3. Ask if any students felt they would have made a different choice from Ann for one of the items on the list (I can’t imagine there not being a student who could provide an example, but if this should occur, have an example of your own in mind).
4. Predict how the story would have been different if Ann had made a different decision.
5. Show an example of a “Choose Your Own Adventure” book, and ask students if they are familiar with these types of books. Then read a selection to demonstrate how these books provide multiple plots based on the choices the reader makes.
6. Share that Z for Zachariah would be a great “Choose Your Own Adventure” book. All you have to do is pick some of the important decisions listed and write new parts based on this changed decision. For example, what if Ann had killed Faro during Chapter 23 instead of his dying later in the story? Have students predict how the story would change.
7. Introduce the project by telling students that they’ll each choose a portion of the new “Choose your Own Adventure” to write based on the list of Ann’s decisions.
8. Allow students to choose the dilemma they wish to write about and whether they will work alone or in groups, but you may choose to limit these choices. Students who work in groups take their plots through more decisions, so each member of the group has a portion to write. For example, a three person group would have one member write the part of the new story line from Ann’s different decision until another dilemma arises with two options. The other two group members then write the rest of the story for each of the dilemma options. This is accomplished by having the group work together in the prewriting phase to plan the plot sequences, and then individuals write their portions. During revision, they'll come back together to ensure that transitions fit between the parts. It is also possible, as in “Choose Your Own Adventures” for an alternative plotline to lead back to a later portion of the original plot.
9. If using the attached rubric, go through this with students. If you aren’t using the rubric, be sure to make expectations clear before students begin working.

Prewriting

1. Once students have decided on their work groups, they’ll need to choose a dilemma to take on. I try to ensure no one is working on the same dilemma.
2. Before they begin writing, we discuss cause and effect and how so much of Z for Zachariah follows a cause and effect chain.
3. Students are to plan their writing by making a Cause and Effect Chain, using the Plot Alternatives Designer or a graphic organizer handout, that begins with their choice and follows a logical path to reach a clear ending or to reach another dilemma that is picked up by someone else or that leads back to the original text.

Drafting

1. Before students begin writing, discuss the voice, form, and point of view of the original text. Z for Zachariah is written in a journal entry type format written from Ann’s point of view.
2. Students are reminded to maintain this style since they are writing extensions of the same text.

Editing and Revisions

1. For revision purposes, have students do peer reviews where a classmate either reads the piece or the writer reads the piece to the reviewer.
2. The reviewer then responds to the following questions about the piece:
   • What parts of this piece do you really like? Why do you like them?
   • Does the chain of events make sense? If not, what is confusing?
   • Are there parts that need more details? Which parts? Which parts, if any, have unnecessary details?
   • Is this written from Ann’s point of view?
   • List any additional comments or suggestions you have for the writer.
3. Students write any revisions they have.
4. They then proofread their text and use proofreader marks for editing purposes. They are encouraged to also ask a classmate to proofread the piece for them.

Publication

1. Final drafts are then typed, proofread once more, and then printed.
2. We then put up a bulletin board display in the shape of a large tree. The trunk of the tree follows the choices made in the original text while the branches follow alternative choices. You could post the printouts from the Plot Alternatives Designer tool as well, drawing connections from one student's printout to the next to create a giant flowchart.
3. The student’s writing is then mounted on clumps of leaves which are placed at appropriate locations on the branches.
4. An alternative activity could be to actually assemble a class "Choose Your Own Adventure" book.

Kohlberg's Stages of Moral Development
http://en.wikipedia.org/wiki/Kohlberg%27s_stages_of_moral_development

As an extension, Lawrence Kohlberg's Six Levels of Moral Development can be compared to the various choices made by Ann.

Hazardous Duty Robots
http://www.pbs.org/wgbh/nova/robots/hazard/

Students can have an opportunity to manipulate "Hazardous Duty Robots" designed for situations such as nuclear disasters.

NCTE/IRA Standards

1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2 - Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5 - Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.