Article
Kyle M. Stone

The Choice

What would you do if you found a ring that didn’t belong to you?

By Nan Marino
Lexiles: 500L-600L
Guided Reading Level: N
DRA Level: 28
Other Key Skills: Problem and solution, inference, big idea, character, cause and effect, text features
Think and Read: Problem and Solution

In this story, the main character faces an unexpected problem. As you read, think about how he solves it.

My mom whistled as she sorted through the clothes at the thrift store. Like she didn’t have a care in the world. Like we had always shopped there.

She held a pair of jeans in front of me. “What about these, Zander? Do you think they’ll fit?”

The weird guy who worked behind the counter smirked.

“Whatever you pick is fine,” I whispered. I was embarrassed to be there. I wanted to leave before anyone I knew saw me. “Can I go? X and Y are waiting for me to get home.”

“And they’re missing Z,” said Mom, smiling at the old joke. My two best friends are Xavier and Yuri. We’ve been called X, Y, and Z since forever.

I was almost to the door when Weird Counter Guy called out, “Hey, kid. What’s the hurry?”

I ran outside. I didn’t even stop to answer him.

The Surprise

The next morning when I was getting dressed for school, I reached into the back pocket of those jeans and felt something round. I pulled out a ring. A real ring! At first I thought it was cheap and plastic, but when I held it up to the window, it sparkled in the light. The ring had three colored jewels. They were surrounded by diamonds.

My mom knocked on my bedroom door. I closed my fist to hide the ring. “Ready for school?” she asked.

“Yes?” I squeaked.

“You OK?”

“I’m fine.” My voice came out higher than normal.

“Jeans fit OK?”

“Great,” I said. Again, with this high and squeaky voice.

“You know, Zander,” my mom called through the door, “no one knows where we bought them.”

I closed my fist tighter.

KYLE M. STONE

Finders, Keepers?

I kept the ring hidden all day. Through math. Through English. Through lunch. Even when I was walking home with Xavier and Yuri, I didn’t say a word.

It wasn’t until we got back to my apartment that I showed my friends what I’d found.

Xavier patted me on the back. “You’re rich! I hope you remember who your friends are.”

Yuri whistled. “Will you keep it?”

“Of course he will,” Xavier said. “Finders, keepers. That’s how life works.”

Yuri threw a pillow at him. “But someone might be looking for it.”

That’s how it is with these two. One says one thing, and the other goes the other way. After all these years, it’s a wonder they’re still friends.

Time to Dream

For the next few days, the ring was all we talked about. We unanimously decided that my ring was real. And that it was worth thousands of dollars.

After school, we’d sit in my bedroom with the ring on the floor between us. We’d eat barbecue potato chips and dream about all the things I could buy with that money.

Well, Xavier and I dreamed. Yuri did his best to squash every last dream.

“What about the person who lost the ring?” he asked. “What if it belonged to some grandmother, and it was the last thing her husband ever bought her?” He pointed to Xavier. “What if the owner was your grandmother?”

“Zander paid for those jeans,” said Xavier. “He can’t help it that the ring came with them.” He didn’t answer the grandma question.

They looked at me to break the tie. That’s what I always did when they disagreed. But this time, it was different. This decision was up to me. I thought about being able to buy a car and video games and a skateboard.

“The ring is mine,” I said finally. “We paid for it.”

We heard the sound of keys in the door and the click of my mother’s heels on the floor. I pushed the empty potato chip bag over the ring before she walked into the room.

Yuri leaned over and whispered, “If you really believe that ring is yours, then why are you hiding it from your mom?”

I hate it when Yuri’s right.

The Solution

KYLE M. STONE

I spent the next few days watching the thrift store. As people went in and out, I tried to find a person who looked worried or sad. I saw a woman holding the hand of a little girl. The ring could be hers. Maybe she was a single mom, and maybe money was tight.

It upset me to think about that mom and daughter. But that’s when I got the idea: I could give the ring to my mom. That wasn’t keeping it exactly, but it wasn’t giving it back either. It seemed like a good solution. But I knew my mother would search for the person who lost the ring. For my mom, this would be an easy decision.

I wished it were easy for me.

Then I saw the sign on the window. Right in the middle was a picture of a diamond ring that said the word lost in large black letters. In even larger print, it said “Heartbroken.” Below, it said “Inquire within.”

I waited for the store to empty out before I stepped inside.

The Jar of Rings

Weird Counter Guy was wiping down a display case with a dirty rag. I decided to say it fast, all in one breath. “I need to speak to the person who posted that sign about the ring. I think I found it.”

Weird Counter Guy didn’t answer. He just reached under a counter and pulled out a glass jar filled with rings. They all sparkled.

He tossed one in my direction. “Did it look like this?”

It looked exactly the same. I didn’t know what to say.

KYLE M. STONE

Keepers and Returners

“They’re fake,” he explained. “Don’t feel bad, kid. They fool everyone.” He grinned. “Sometimes I hide them in some clothing here to see what people will do. Most people don’t return them.”

I reached into my pocket and pulled out the other ring. My ring. Then I threw it on the counter.

“Do you know what you put me through? For nothing?” I asked.

Weird Counter Guy shook his head. “Not for nothing, kid. You learned something. There are two types of people in the world: the Keepers and the Returners. You never know which type you are until you’re put to the test.” He pointed the rag at me. “And you, kid, are a Returner.”

He pushed the ring back toward me. “Keep it. It’s yours. You’ve earned it.”

“It’s not even real. What am I going to do with it?” I asked.

Weird Counter Guy shrugged, and I ran out of there. I stopped running only when my lungs ached and my muscles hurt. I leaned up against a garbage can, gasping for breath. All I could think about was that stupid ring.

But instead of throwing it away, I put it back into the pocket of my jeans.

Maybe I’d keep it. Maybe I’d give it to my mom. There was no need to hide it anymore. It might be a fake ring, but it has a real story to go with it. 


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Can't-Miss Teaching Extras
About the Author

Author Nan Marino, who’s written two novels, shares some funny facts about herself—and a few good writing tips—here.

Character Analysis

Check out this post on the Storyworks Ideabook for ideas on how to incorporate character analysis into your classroom. 

Thrifty Find

In 2012, an avid shopper found a Picasso print from 1958 at an Ohio thrift store. After some digging, he found Picasso had made the poster for a French exhibition and was one of 100 prints!  

More About the Article

Content-Area Connections

Social-emotional learning: self-awareness (identifying emotions, accurate self-perception); social awareness (empathy); responsible decision-making (analyzing situations, solving problems, ethical responsibility)

Key Skills

Problem and solution, inference, big idea, character, cause and effect, text features

Step-by-Step Lesson Plan

1. PREPARING TO READ

Preview Text Features (10 minutes)

  • Have students look at pages 14 and 15. Direct their attention to the title, subtitle, and illustration. Discuss students’ answers to the question in the subtitle. Ask how the boy in the illustration might feel as he looks at the ring. Based on the title, subtitle, and illustration, ask students to predict the choice the boy will have to make in the story. Encourage them to think about their predictions as they continue reading.
  • Have students look at the subheads on pages 16-19. Ask students to identify the section of the story where Zander solves his problem.

Introduce Vocabulary (10 minutes)

  • We have highlighted in bold five vocabulary words that may be challenging and defined them on the page. Discuss the meanings of the words, focusing on how they are used in the story.
  • Preview these words by projecting or distributing our vocabulary activity and completing it as a class. You may also play our Vocabulary Slideshow, where images and audio help students with comprehension and fluency.
  • Highlighted words: thrift store, smirked, unanimously, inquire, shrugged

Set a Purpose for Reading (5 minutes)

  • Call on volunteers to read aloud the Think and Read and Think and Write boxes on pages 14 and 19. These features and the Reading Kit online support the story’s featured skill, problem and solution.
  • As students read, remind them to look for details that identify Zander’s problem and how he solves it.

2. CLOSE READING

Reading and Unpacking the Text

  • First read: Read the story as a class. Use the Pause and Think questions at the end of each section to check comprehension. 
  • Second read: Distribute the Close-Reading and Critical Thinking Questions to the class. Preview them together. Ask students to read the story again and answer the questions as a class or in small groups.

Close-Reading Questions (30 minutes, activity sheet online) 

  • Read the first paragraph. Why do you think Zander and his mom are shopping at the thrift store? (inference) They’re shopping in the thrift store because the clothes are cheaper, and they have to save money. It seems like they have recently had money problems. Zander says “like we had always shopped there,” which shows they haven’t always shopped there.
  • Read “The Surprise.” Why does Zander’s mom say that no one knows where they bought the jeans? (inference) She knows that Zander is embarrassed because she bought his jeans in a thrift store. She wants him to realize that no one can tell where they came from.
  • Why does the author call the next part of the story, “Finders Keepers?”? (big idea) In this section, Xavier and Yuri give Zander very different advice about keeping the ring. Xavier thinks Zander should keep the ring because he found it, but Yuri thinks that the owner might be looking for it. (If need be, explain the saying “Finders keepers, losers weepers.”)
  • Read “Time to Dream.” What problem does Zander face? (problem and solution) Zander has to decide whether to keep the ring. How does Zander feel about his solution to the problem? (inference) He realizes that if he is hiding the ring from his mom, it must be wrong to keep it.
  • Read “The Solution.” Why does Zander go inside the thrift store? (cause and effect) He sees a sign about a lost ring that looks like the ring he found. The sign says that the owner is very upset. Zander knows in his heart that he must give the ring back. 
  • Read “The Jar of Rings.” How does the picture on page 19 help you understand this part of the story? (text features) The picture shows Zander’s surprised expression when he looks at the jar filled with rings that look like the one he found.
  • Read “Keepers and Returners.” What does Zander learn by returning the ring? (big idea) He learns that it’s wrong to keep something that doesn’t belong to you.

Critical-Thinking Question (10 minutes, activity sheet online)

  • Think about how Zander wants to solve his problem at the beginning, and how he decides to solve it at the end. What does his first solution show about his character? What does his solution at the end of the story show about his character? (problem and solution, character) At the beginning, Zander decides to keep the ring. All he thinks about is how valuable it is and what he can buy with it. He is conflicted. At the end of the story, Zander decides to give back the ring. Instead of thinking about himself, he thinks about how the owner of the ring must feel about losing it.

3. SKILL BUILDING

  • Distribute our Problem and Solution Activity. Ask students to work in pairs to complete it.
  • Discuss the writing assignment in the Think and Write box with students. Review the format of a friendly letter. Students can complete the assignment in class or as homework and read aloud their letters in small groups.

Differentiate and Customize
For Independent Readers

Ask students to reread the story on their own. Have them underline details that interested or surprised them. Then they can write a review of the story. Would they recommend it to a friend? Why or why not?

For Small Groups

Have students reread the story. As they read each section, students should look for details that describe Zander’s feelings. Ask students to discuss how and why his feelings about keeping the ring change from the beginning to the end of the story.

For Struggling Readers

Ask them to look for details that identify Zander’s problem and the solutions he comes up with. Write their answers on the board under the headings “Zander’s Problems” and “Zander’s Solutions.” Which solution is the best one? Why?

For Advanced Readers

As students reread, ask them to pay attention to how Zander tells the story. Then ask them to write a paragraph about one story event from the point of view of either Zander’s mom or the Weird Counter Guy. Students can share their paragraphs in small groups.

Text-to-Speech