CULesson1

Meredith Coleman, Dalton Conway, Alyssa Duksta, Morgan Goss Dr. Sherry Teaching Communication in Secondary Schools 24. September 2013

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**Collaborative Unit: Lesson 1**
 * Unit:** //The Perks of Being a Wallflower// **Lesson:** Introduction
 * Time Length:** 50 minutes **Date:** September 24, 2013
 * Common Core Standards:**
 * 1) 1. [|CCSS.ELA-Literacy.RL.9-10.5] : Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
 * 2) 2. [|CCSS.ELA-Literacy.W.9-10.3] : Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
 * 3) 3. [|CCSS.ELA-Literacy.W.9-10.4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * Bell Ringer:** Start class with a brief writing assignment. Give students 10 minutes to write a letter to the person of their choice about the influencing factors in their life. Suggested writing topics: friends, family, movies, books, music, etc. 
 * Objectives:**
 * 1) 1. Students will be able to recognize narrative writing.
 * 2) 2. Students will be able to interpret narrative writing.
 * 3) 3. Students will be able to understand and use the basic format of a letter.
 * Materials Needed:** 15 copies ofletter excerpt from //The Guernsey Literary and Potato Peel Pie Society//
 * Resources Used:** http://www.npr.org/templates/story/story.php?storyId=90251891
 * Lesson Outline:**
 * 1) **I.** Introduce a question for students to consider throughout the lesson: Why would an author choose to write a story using a letter format?
 * 2) **II.** Bell Ringer
 * 3) **III.** Have the students discuss with a neighbor how they felt when writing the letter.
 * 4) **IV.** Bring it back to a class discussion; have students explain what they thought of letter writing
 * 5) **a.** Focus Questions:
 * i.** How did writing a letter feel different from writing a formal academic paper?
 * ii.** How is your language different from when you write a research paper or an essay?
 * iii.** What kind of tone and word choices did you use?
 * iv.** What does letter writing accomplish?
 * v.** How is letter writing different from other types of writing?
 * 1) **V.** Group work: break the class into groups and hand out copies of a letter from The Guernsey Literary and Potato Peel Pie Society
 * 2) **a.** Have students read the narrative then discuss the following with their groups:
 * i.** <range type="comment" id="453171306_9">The affect the style of writing has on them
 * ii.** What they found valuable about it
 * iii.** Stylistic features they noticed</range id="453171306_9">
 * 1) **b.** Have each group compile <range type="comment" id="453171306_10">a list of features of narrative writing</range id="453171306_10">
 * 2) **c.** Open class discussion about each group’s views on narrative writing
 * 3) **VI.** As a class, create one list of features of narrative writing for students to refer back to throughout the unit.
 * 4) **VII.** Introduce the idea that they will notice that Charlie develops a lot throughout the book and there are a variety of factors that influence him.
 * 5) **<range type="comment" id="453171306_11">a.** Break the students back into groups and have them discuss internal and external factors that they think has shaped their character.
 * 6) **b.** Start a class discussion about these factors</range id="453171306_11">
 * i.** Prompt students about the movies, music, books, and people who have changed/influenced them
 * 1) **<range type="comment" id="453171306_12">VIII.** Explain to the class that throughout the unit they will be writing their own letters relating to //The Perks of Being a Wallflower// and their own lives.
 * 2) **a.** These letters will help them explore both the internal and external factors that influence them and Charlie.</range id="453171306_12">
 * 3) **<range type="comment" id="453171306_13">IX.** **Closure:** Return to question posed at the beginning of class: Why would an author choose to write a story using a letter format?</range id="453171306_13">
 * <range type="comment" id="453171306_14">Reflection</range id="453171306_14">:**
 * 1) 1. <range type="comment" id="453390842_1">Were the students able to answer the questions?</range id="453390842_1">
 * 2) 2. Were the students on-task and focused throughout the entire lesson?
 * 3) 3. Did the lesson run smoothl<range type="comment" id="453171306_15">y?</range id="453171306_15">