CULesson8

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 * Group 8** - Christie Torchia, Kristi Viscardo, Jamie Wagner, Amanda Whitehead

CC.1.3.9–10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CC.1.3.9–10.A Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade‐level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 1) Students will work in groups to discuss each other's written prompts in order to reflect on their use of language and expression while gaining practice with peer review. . 2) Students will discuss, as a large group, each prompt question in order to reflect on Charlie's identity and how it has developed by the end of the novel. th
 * Common Core Standards:**
 * Objectives:**

Questions inspired by and adapted from [] Peer Review guide inspired by and adapted from []
 * R‍‍esources:**

I. Bell Ringer (approx 5-7 minutes)
 * Lesson:**
 * Students will choose a prompt from a hat as they enter the classroom. They will answer the prompt for about 5-7 minutes on their own, without revealing what they're answering.
 * Prompts include:
 * 1. Do you 'trust' Charlie? Do you think he is a reliable narrator? Why or why not?
 * 2. Which of your beliefs and choices have been challenged by your peers, family, etc?
 * 3. Who is Charlie? What factors define who he is? What factors make you who you are?
 * 4. Where do you think Charlie will be going? What do you think his goals are for the future? Where do you plan on going after high school?


 * Students will then get their Peer Review groups. Students will form groups based upon their prompt. For instance, all students with prompt 1 will be together in a group.

II. Practice Peer review (20 minutes)
 * Students will receive a guide for how to do their peer review peer review.
 * Within their groups, students will pair up and review their writing with a peer using the guide.
 * Students will then be given time to make changes to their writing.
 * Students will then switch over to another person in their group to receive feedback once again.
 * Once finished, students, as a whole group, will discuss their writings.

III. Whole-Class discussion (15-20 minutes- approximately 3-5 minutes for each question)
 * Discuss each prompt, asking for volunteers to answer the question in addition to follow-up comments
 * Students from each group will discuss their prompt and talk about their writing.
 * Students may choose one student's work from their group to display on the document camera and discuss their writing as well as their peer revision.

IV. Closure (approx 3 minutes)
 * Please write down one thing you disliked about your peer review experience, and one thing you disliked
 * Please type today's personal prompt response into a 0.5-1 page document
 * Also, complete a letter where you assume Charlie's perspective a few years after the end of the book; assume Charlie is going to college and that he is informing his friend about how his life has gone since the end of the book.
 * For the next class, in order to prepare for our peer review session, please assemble all of your letters together either digitally or on a hard copy.

-Monitor the room to ensure that peers are reviewing each other's work. -Collect "exit tickets" and review in order to determine,for the next class, what works and does not work with peer review.
 * Assessment:**

-Provide instructions orally and with large print. -Give extra time on writing assignment to students who need it. -Repeatedly check for understanding "thumbs up!"
 * Accommodations:**