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Scott Lunn LAE 3333 15 Nov, 2013 The Perks of Being A Wallflower Unit Rationale: The purpose of this

lesson is for students to be able to read a piece of popular, non-fiction, literature and be able to apply it in class. They will be are able to use their own creative writing to re-write a narrative piece of writing in a new, interesting way. Students will be discussing themes such as coming of age, family, love, friendship, and hardship. My students will also be rewriting Charlies letters and then learning how to analyze how their own changes would make a significant change to different elements in the book. This lesson will happen toward the beginning of the year to enhance the students interest in literature and writing through a piece of pop-culture literature. Objectives: Students will be able to analyze a literary text identify reoccurring themes compose their own narrative analyze their own work and draw significant conclusions

Standards- Common Core (Grades 11-12): Reading 11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Reading 11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Writing 11-12.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). Writing 11-12.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Anticipatory Set:

Hello class, I know that I assigned just a few pages of our new book The Perks of being a Wallflower over the weekend. In response to this reading can you tell me what your first thoughts on the book was and how reading a distillery is different compared to a chapter structured novel? What are some of the themes that we see right from the beginning? Teaching Strategy/Procedures/Activity:

Activity Day 1 -Anticipatory Set:


Hello class, I know that I assigned just a few pages of our new book The Perks of being a Wallflower(2-26) over the weekend. In response to this reading can you tell me what your first thoughts on the book was and how reading a distillery is different compared to a chapter structured novel? What are some of the themes that we see right from the beginning? (10 Minutes) -Discussion on different perspectives. (15 Minutes)

Teacher Will Conduct class discussion on the anticipatory set.

Students will Participate in the class discussion.

Guide students to think of what it would be like to write from a different characters viewpoint, third person, etc. Guide students to think about other aspects of the book such as setting, major plot changes, or exemption of a character could change the book.

Discuss different perspectives with me and how they may affect the book.

-Discuss other aspects of interpretation. (15 Minutes)

Discuss these different elements and think of what effects they may have on the novel.

-Wrap up/Next assignment (10 Minutes)

Ask the students to consider all of new options that the author could have gone with. Tell them their next reading assignment (pages 27-64).

Take some time to listen and jot down some notes on what they would like to look for during the next reading.

Day 2 -Assessment/Review (15 Minutes)

Handout a short five question quiz relative to what the students should have read and then review the questions with them.

Take the quiz and after they pass in their quizzes they can have the opportunity to answer them out loud.

-Discussion Circle (20 Minutes)

Tell the students to make a Participate in discussion circle and tell me what is happening as of now in the book? What are things they like/dislike? Who are some of the characters and what is their part in the book? See where the discussion takes us. Ask students to choose a character and rewrite one of Charlies letters as that character, or rewrite the letter in a different person such as third. Tell them their next reading assignment (pages 65-103). Handout a short five question quiz relative to what the students should have read and then review the questions with them. Write in their journals a thoughtful 1-2 page response.

-Journals/Next Assignment (15 Minutes)

Day 3: -Assessment/Review (15 Minutes)

Take the quiz and after they pass in their quizzes they can have the opportunity to answer them out loud.

-Discussion Circle (20 Minutes)

Ask the students to make a discussion circle and see what they are noticing at this point of the novel? New themes? Predictions? Are we starting to understand why Charlie is the way he is? For this journal entry I would like the students to change the setting or something in the plot of one of Charlies

Participate in discussion.

-Journals/Next Assignment (15 Minutes)

Write a thoughtful 1-2 page journal response.

letters and rewrite the letter. Tell them their next reading assignment (pages 103-139). Day 4: -Assessment/Review (15 Minutes)

Handout a short five question quiz relative to what the students should have read and then review the questions with them.

Take the quiz and after they pass in their quizzes they can have the opportunity to answer them out loud.

-Discussion Circle (20 Minutes)

Ask the students to form a discussion circle and see what changed in the last letters? What has happened to Charlies situation? How is he handling it? Does this relate to a situation they have gone through?

Participate in the discussion.

-Journals/ Next Assignment (15 Minutes)

Ask the students to get their Write a thoughtful 1-2 page journals out and delete a response. character or event in the book and rewrite one of Charlies letters. Tell them their next reading assignment (pages 141-182)

Day 5: -Assessment: (15 Minutes)

Handout a short five question quiz relative to what the students should have read and then review the questions with them. Put the movie version of Perks of being a Wallflower. Explain that they should focus on similarities and differences and consider how the author Stephen Chbosky had to modify his book to the

Take the quiz and after they pass in their quizzes they can have the opportunity to answer them out loud.

Connect text to media (30 Minutes)

Watch the movie while writing down a few similarities and differences.

playwright just as they have been changing parts of the story all week in class. Why do they believe he changed the aspects of his book that he did and why did he keep certain parts? Talk to the students about how they should view and analyze a motion picture just as they do with books. -Assignment/Wrap up (5 Minutes) Ask the students to think over the weekend about the similarities and differences to from the text to the movie. Finish the book over the weekend (pages 183-213). Day 6 -Assessment (15 Minutes) Ask any questions they may have.

Handout a short five question quiz relative to what the students should have read and then review the questions with them.

Take the quiz and after they pass in their quizzes they can have the opportunity to answer them out loud.

-Discussion Circle (30 Minutes)

Ask the students to circle up Participate in the discussion for a discussion. After reading and relay their conclusions on the entire book what are the book. some reoccurring themes? Was this novel relatable? Take ample time for the students to all be able to voice their opinions. Tonight I would like you all to look at all three of your journals. Please type them all and bring them to class. Hand out final paper rubric for the paper due at the end of the week. Ask questions if needed.

-Assignment (5 Minutes)

Day 7

-Completion assessment (5 Minutes)

Ask all of the students to have their typed drafts of their letters on their desk so I can see that they completed the assignment. Discuss with the students the importance of analysis. Emphasize the difference between plot summary and author analysis. Discuss how analysis is not what is going on in a story but why the author decides to do what they do and what they are accomplishing by doing this.

Show me their completed drafts.

-Analysis mini-lesson (35 Minutes)

Participate and be attentive in the lesson and new concepts.

-Assignment/Explanation (10 Minutes)

Explain to the students that I Ask questions to clarify the would like them to make assignment. short analyses on each of their letters from their three journals. It does not have to be more than a half page typed for each journal but just a general idea of how their interpretation would make a significant change in the book.

Day 8 -Completion Assessment (5 Minutes)

Ask my students to take out their analyses so I can check for completion.

Take out their analyses of their letters.

-Group Activity (35 minutes)

Ask the students to count off Join their group members and by 3s, which should make 8 edit their letters. Discuss groups if no one is absent (24 analyses. students in the class). Join your group members and trade all three of your letters and make suggestions for style, flow, and mechanics. Then ask them to discuss some of their analyses of their letters.

Assignment/Explanation (10 Minutes)

Tonight I would just like you all to consider your peers comments and pick one of your letters and analyses that you would like to focus on and give a short presentation on tomorrow in class(Up to 2 minutes)

Questions they have about the assignment.

Day 9 -Presentations (45 Minutes) Reminder of tomorrows assignment (5 Minutes)

Observe and take notes on all of the student presentations. Tell the students to have their final draft of their letters and analyses. We have already completed all of these during this week so it should not be difficult to put them all together and polish them. My expectations of this assignment are clearly stated in the rubric.

Present and be respectful listeners to their peers. Ask any clarification questions.

Day 10 -Turn in paper (5 Minutes)

Ask everyone to turn their Turn in a hard copy of their hard copy of the essay of their essay. choice in their designated turn in basket. Put in the movie and tell everyone how proud I am of their hard work these last two weeks. Have a great weekend! Watch the movie.

Connecting text to media (45 minutes)

Assessment: Formal assessment of students reading from the previous day until the book is finished. Students will have a small presentation assessment of one of their letters and analysis of the letter. Small drafts of the letter and analyses are required and then compiled into the final draft of three rewritten letter and analyses of each of these letters.

Quiz: Day 2 1. What does Bob give to Charlie after the dance? -Pot Brownies 2. What is the dynamics of the relationship between Patrick and Brad? -They are in love with one another and see each other secretly. 3. Who was the last friend Charlie had over for dinner and why? -Michael.

Name:

4. Its nearing ChristmasWhat game are Charlie and the gang playing this year? -Secret Santa 5. What is Charlies new favorite song? Asleep by the Smiths

Quiz: Day 3 1. What does Charlies poem from Michael reveal? -That Michael was telling Charlie goodbye before he killed himself. 2. Who kisses Charlie the night of the secret Santa? -Sam 3. What was Charlie having trouble doing for his father and why?

Name:

-Buying him a Christmas gift because he loves him so much he wants it to be meaningful. 4. Are we starting to see what Aunt Helen was like? -Yes, she drank, used drugs, and had relationship issues. Extra Credit. What is Charlie never going to do again?

- Take LSD Quiz: Day 4

Name:

1. What was Charlie wearing while he walked down the street as a little boy? -Nothing. He was naked holding a blue umbrella. 2. Who was Charlies date for the Sadie Hawkins dance? -Mary Elizabeth 3. What did Charlie do for her sister that no one else would? -Take her to get an abortion without telling her parents. 4. Who is Sam dating right now? What are Charlies feelings? -Craig. He is trying his hardest not to be jealous because he has a girlfriend too. Extra Credit. What did Charlie get dared to do? Why is this significant? -Kiss the prettiest girl in the room. He kissed Sam and he is dating Mary Elizabeth. Quiz: Day 5 Name: 1. What does Charlie like to do in the mall? -People watch 2. What has happened with Brad and Patrick? -Brads dad caught them together and beat Brad very badly. 3. How did Charlie gain respect in the group again? Why doesnt Charlie remember? -When Patrick was being beaten up by three of Brads football friends Charlie blacked out and beat all three of them up himself. 4. What does Charlie say when everyone is in shock of this previous question? -If you ever touch my friends again Ill blind you Extra Credit. Where is Sam going to go to college and when is she leaving? -Penn State. Two weeks.

Quiz: Day 6 1. Why did Charlie have to wait to go see Sam and Patrick?

Name:

-His dad wouldnt let him leave until all of his relatives were gone. 2. What was significant about Charlies graduation gifts to Sam and Patrick? -He gave them all the books he read that year so that no matter where they were they had a piece of him with them. 3. What happened between Charlie and Sam the night before Sam was leaving? -They started to fool around. 4. Why did Charlie stop Sam from going any further? -He remembered that when Sams hands were down his pants that it was what his Aunt Helen used to do to him when she babysat. Extra Credit. In the closing scene how does Charlie claim to feel while Sam and Patrick drive him through the tunnel? -Infinite Presentation Rubric: Presenting one re-written letter (10 pts.)______ Presenting the analysis for that letter (10 pts.)______ Overall professionalism(5 pts.)______ Time limit (5 pts.)_____ Total (30 pts.)______ Teacher Comments:

Final Paper Rubric For the final paper I would like all of you to compile all of the works that we have been doing this week. This will include:

1. All three of your letters that you have rewritten and had time to edit. -The letters all need to be under a label of whether you changed the perspective, scene, eliminated a character, etc. 2. All of the letters analyses. 3. Double spaced, 12pt. font, Times New Roman, and a header. 4. Please have the letters around to 1 page as well as the analysis.

-Letters (30 pts.)_________ -Analysis (30 pts.)________ -Format (10 pts.)_________ -Grammar (10 pts.)_______ -Total (80 pts.)___________ Teacher Comments:

Follow-up Assignment: None Attachments: None Accommodations: Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for

students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations: Chbosky, S. (1999). Theperks of being a wallflower. New York, NY: Gallery Books. Chbosky, S. (2012). The perks of being a wallfower [DVD]. Appendix: Citations for the book and the DVD are in the citations. Test and presentation rubrics are in the assessment section.

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