CULesson3

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 * //Unit Plan - "The Perks of Being a Wallflower" //**


 * Lesson Plan #3 **


 * Unit: Perks of Being a Wallflower **


 * Standards: **


 * 1) CC.1.3.8.C.Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
 * 2) 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.
 * 3) CC.1.3.6.C.Describe how a particular story or drama’s plot unfolds in a series of episodes, as well as how the characters respond or change as the plot moves toward a resolution.

Ask students to also consider the way in which Patrick and Sam talk to/about Charlie and how this impacts him?
 * __Bell Ringer (5 minutes) __****: - **Start off class by watching the following video clip: http://www.youtube.com/watch?v=8PU_xIPiJS0 from the movie Perks of Being A Wallflower. Ask students to discuss with a partner what Patrick means when he says the line, “You see things. You understand. You’re a wallflower.” Based off of what you know so far from reading the novel, what do you think makes Charlie a wallflower?


 * __Materials Needed __****: **Computer, youtube, wikispaces, doc. cam.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resources __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">"THE PERKS OF BEING A WALLFLOWER - Clip "A Toast to Charlie"" YouTube. YouTube, 28 Aug. 2012. Web. 06 Oct. 2013.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives: __**


 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Given a character analysis sheet filled out in class, students will b<range type="comment" id="457291452_2">e able to write down one way each character addressed has impacted Charlie thus far in the novel.</range id="457291452_2">
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Given a character analysis sheet filled out in class, students will be able to describe how Charlie has changed so far in the book.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson Outline __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: - **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bell ringer (5mins): **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Start off class by watching the following video clip: http://www.youtube.com/watch?v=8PU_xIPiJS0 from the movie Perks of Being A Wallflower. Ask students to discuss with a partner what Patrick means when he says the line, “You see things. You understand. You’re a wallflower.” Based off of what you know so far from reading the novel, what do you think makes Charlie a wallflower? Ask students to also consider the way in which Patrick and Sam talk to/about Charlie and how this impacts him?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Jigsaw Activity //****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (30-35mins) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will be divided into groups of 4. Each group will be assigned a certain character in which students will be responsible for becoming “experts” on. (Either: Charlie, Sam, Patrick, or Charlie’s family in general). Each group member will be responsible for filling out a character chart that will address certain content/character related questions such as:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- **1**. What do we know about each character so far based off of the descriptions that Charlie has provided for us throughout the novel?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- **2.** In what ways are these characters helping Charlie develop as a character thus far in the novel?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- **3.** Have we seen any changes begin to occur in Charlie’s character? If so, what are they? (Charlie’s group will be looking at what we know about Charlie as a character, how his peers perceive him, and if we have seen any changes occur in his character thus far in the novel).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"><range type="comment" id="457291452_3">Upon completion of the character chart, students will be rearranged into groups that will contain a representative from each group. Each group member will “teach” the othermembers of their group about their character and the impacts that they have had so far on Charlie. As the “expert” teaches their group, students should fill out their provided character charts.</range id="457291452_3">


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"><range type="comment" id="457291452_4">Class Discussion __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: (10mins) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After all groups are done sharing, students will be directed to arrange their desks into a large circle. Teachers will provide an overview of what topics were discussed among groups, along with emphasizing how a single person/experience can greatly contribute to the shaping of an individual’s identity. (Students will be encouraged throughout this overview to provide their own input.) We will bring this back to the first bell ringer where students wrote their own letters about influential people. We will mention how individuals in our lives influence our language as well. We will tell students to be aware of Charlie's language changing as he encounters more influences. We will ask students if they have ever experienced their own language changing as their friendships change?</range id="457291452_4">


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"><range type="comment" id="457291452_7">Closure/Homework (5 mins) __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:</range id="457291452_7"> **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Students will be asked to write on a piece of paper one way each character from the 4 groups has impacted Charlie, how Charlie has influenced one of the people in his life, and how the student has been impacted by reading about Charlie. <range type="comment" id="457291452_5"><span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Students will hand these papers in as their ticket out the door at the end of class. __**Assessment:**__ <span style="font-family: 'Times New Roman',serif; font-size: 15.555556297302246px; line-height: 26.666667938232422px;">1. Student's will write down a way in which each character has influenced charlie, they will explain how charlie has influenced the people in his life, and provide one way they have been impacted by reading about charlie. The teachers will collect these write ups and evaluate whether students correctly captured these ideas from the lesson. The teacher will pass this back to students at the beginning of the next class. Students will discuss their answers with teachers as a large group. If student's had difficulty meeting this objective. The teachers will reteach this to students in the beginning of the next lesson.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will read pages 39-60 for next class.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"><range type="comment" id="457291452_6">Accommodations</range id="457291452_6"> __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Student will be placed in the front center so he/she will be closer to the teacher during understanding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Student will have extra time to complete any assignment.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Student will have extra time for quizzes and tests (Teacher may take away answer choices on multiple

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">choice tests so student feels more comfortable/confident.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Student will be asked periodically for a check of understanding.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Reflection __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Did we give enough time for a meaningful class discussion? Were the students engaging?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Were the topics covered related to the objectives? Were students on task?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Was our motivational device effective? Could we have made it more <range type="comment" id="457291452_8">relevant</range id="457291452_8">?

(Here are the letters submitted by your "students" What patterns do you see in this work? How might you address those patterns in your lesson?)