CULesson2

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Group Assignemnt responses

Please copy/paste your Lesson plan here by Sunday before 5pm. Alyssa, Morgan, Matt, Kayla Dr. Sherry Teaching Communication in Secondary Schools 1 September 2013 **‍‍‍Collaborative Unit: Lesson 2‍‍‍**
 * Unit:** //The Perks of Being a Wallflower// **Lesson:** PAGES 1-21
 * Time Length:** 50 minutes **Date:** September 24, 2013
 * Common Core Standards:**
 * 1) [|CCSS.ELA-Literacy.RL.9-10.1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * 2) [|CCSS.ELA-Literacy.RL.9-10.2] 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.
 * 3) [|CCSS.ELA-Literacy.RL.9-10.3] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Start off class by listening to the song ‘Asleep’ by the Smiths, which is mentioned in this section of the novel. Ask students, with a partner, to ‍‍‍discuss the relevance‍‍‍ of the song to Charlie’s life and character based of what we know about him so far. Chbosky, Stephen. //The Perks of Being a Wallflower//. New York: MTV /Gallery, 2012. Print The Smiths. //Asleep//. N.d. //YouTube//. YouTube, 17 Feb. 2011. Web. 29 Sept. 2013.
 * Bell Ringer: (7-10 minutes)**
 * Objectives:**
 * 1) Students will be able to recognize ‍‍‍why the Chbosky may have chosen a letter writing format to tell Charlie’s story.‍‍‍
 * 2) Students ‍‍‍will be able to analyze Charlie’s character and predict aspects of his past or future that we will learn about in the novel.‍‍‍
 * 3) Students will be able ‍‍‍to cite important topics within the text through reading comprehension.‍‍‍
 * Materials Needed: computer, projector**
 * Resources Used:**

i. ‍‍‍Each group member must have a turn to talk. ii. All students are encouraged to take notes on what each group has ‘taught’ them about the book. i. Open discussion with the topic of: Do you think it’s a positive or negative thing for teens to learn about these issues through a book, particularly through a letter writing format?
 * Lesson Outline:**
 * 1) Bell Ringer (10 minutes) - Start off class by listening to the song ‘Asleep’ by the Smiths, which is mentioned in this section of the novel. Ask students, with a partner, to discuss the relevance of the song to Charlie’s life and character based of what we know about him so far.
 * 2) ‍‍‍Jigsaw Activity‍‍‍ (15-20 minutes)
 * 3) Students will be assigned into groups of 5. (Each facilitated by one teacher).
 * 4) Each group will be given a separate set of questions/ideas to discuss and record about pages 1-21 of the novel.
 * 5) After completion of these questions, each group will go to the front of the room and ‘teach’ their classmates the questions and ideas that they discussed.
 * 1) Class discussion on “controversy” of “Perks…” (10 minutes)‍‍‍
 * 2) Open a class discussion by informing students that “Perks of Being a Wallflower” was at one time looked at as a very controversial book and had been banned from certain schools because of the sex, drug and abuse references within the book.
 * 1) W‍‍‍hat are the pros and cons to a teen being exposed to these issues through Charlie’s letters?‍‍‍
 * 2) On the board, student volunteers may come up to the front of the class and write ideas under pros and under cons.
 * 3) <range type="comment" id="455137488_9">‍‍‍Close sure/Homework</range id="455137488_9">‍‍‍
 * 4) Students will be assigned to write one persuasive letter from the point of view of themselves and one from Charlie’s perspective. The topic will be 1-3 internal or external factors that have shaped who they are. (people, books, tv shows, music, family, movies, etc)
 * 5) For the letter told through their perspective, they must convince the reader exactly why “___” has helped shaped who they are. They can persuade the reader to see the importance and value in it and how it would be a good idea to incorporate it into the reader’s own life.
 * 6) For Charlie’s letter, the students will take on Charlie’s perspective and write about a book, person, song or event that has impacted who he is with the same purpose in mind as their own letter. (Students should use the book to get a good feel for Charlie’s diction to make it sound like him as best they can.)
 * 7) The topic of Charlie’s letter does NOT have to be one mentioned in the novel. This can be purely from the student’s imagination and knowledge about what they know about Charlie so far.
 * 8) Students can use any medium they choose to write these two letters. (a blog, a handwritten letter, a typed one, a journal, etc)


 * <range type="comment" id="455137488_10">‍‍‍Reflection</range id="455137488_10">‍‍‍:**
 * 1) Did the students participate in the discussion?
 * 2) Did the groups work well together?
 * 3) How could we have made thelesson run more smoothly?

__**UPDATED: (OTHER ACCOMODATIONS TO BE ADDED)**__ Alyssa, Morgan, Matt, KaylaDr. SherryTeaching Communication in Secondary Schools1 September 2013**‍****Collaborative Unit: Lesson 2‍** **Unit:** //The Perks of Being a Wallflower// **Lesson:** PAGES 1-21**Time Length:** 50 minutes **Date:** September 24, 2013**Common Core Standards:** **Bell Ringer: (7-10 minutes)**Start off class by listening to the song ‘Asleep’ by the Smiths, which is mentioned in this section of the novel. Ask students, with a partner, to ‍discuss the relevance‍ of the song to Charlie’s life and character based of what we know about him so far.**Objectives:** **Resources Used:**Chbosky, Stephen. //The Perks of Being a Wallflower//. New York: MTV /Gallery, 2012. PrintThe Smiths. //Asleep//. N.d. //YouTube//. YouTube, 17 Feb. 2011. Web. 29 Sept. 2013. wikispaces.com**Lesson Outline:**
 * 1)  [|CCSS.ELA-Literacy.RL.9-10.1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * 2)  [|CCSS.ELA-Literacy.RL.9-10.2] 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.
 * 3)  [|CCSS.ELA-Literacy.RL.9-10.3] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * 1) Students ‍will be able to analyze Charlie’s character and predict aspects of his past or future that we will learn about in the novel.‍
 * 2) Students will be able ‍to recognize significant topics in the novel and how they help to foreshadow future events.
 * 3) Students will be able to write letters to make a conn3ection between themselves and Charlie.
 * Materials Needed: computer, projector, questions for Jigsaw activity and discussion on dating abuse reference, and lyrics to “Asleep” by the Smiths, wikispaces.com **
 * 1) Bell Ringer (10 minutes) - Start off class by listening to the song ‘Asleep’ by the Smiths, which is mentioned in this section of the novel. Ask students, with a partner, to discuss the relevance of the song to Charlie’s life and character based of what we know about him so far.

i. ‍Each group member must have a turn to talk.ii. All students are encouraged to take notes on what each group has ‘taught’ them about the book.
 * 1) ‍Jigsaw Activity‍ (15-20 minutes)
 * 2) Students will be assigned into groups of 5. (Each facilitated by one teacher).
 * 3) Each group will be given a separate set of questions/ideas to discuss and record about pages 1-21 of the novel.
 * 4) After completion of these questions, each group will go to the front of the room and ‘teach’ their classmates the questions and ideas that they discussed.
 * 1) Class discussion on “controversy” of “Perks…” (10 minutes)‍
 * 2) In this part of the novel, Charlie is exposed to dating violence through his sister and her boyfriend
 * 3) Why might Charlie have decided not to tell his parents?
 * 4) What does that say about his character and what we know about him so far ?
 * 5) Why might Chbosky have chosen to include such a controversial topic?
 * 6) What are the pros or cons of teens being exposed to this through Charlie’s point of view?
 * 7) Does the fact that Charlie writes about this foreshadow future events, or is it just another random situation that he decides to mention to us?
 * 8) Discuss thoughts, predictions, inferences, which will be put on the wiki.
 * 9) For students with low vision...
 * 10) Student can zoom in to make font larger on their computer at home, since it will be posted on the wiki.
 * 11) Student will be placed in the front center so he/she will be closer to the teacher during instruction.
 * 12) Student will be given extra time to complete any reading/writing assignments.
 * 13) Safety will be taken very seriously and checked all the time.
 * 14) For students with any learning disability...
 * 15) Student will be placed in the front center so he/she will be closer to the teacher during understanding.
 * 16) Student will have extra time to complete any assignment.
 * 17) Student will have extra time for quizzes and tests (Teacher may take away answer choices on Multiple Choice Tests so student feels more comfortable/confident.
 * 18) Student will be asked periodically for a check of understanding.

Closesure/Homework‍ **‍****Reflection‍:**
 * 1) Students will be assigned to write one letter from the point of view of themselves and one from Charlie’s perspective. The topic will be 1-3 internal or external factors that have shaped who they are. (people [artists or authors], books, music, or art)
 * 2) For the letter told through their perspective, they must explain to the reader exactly why “__” has helped shaped who they are.
 * 3) For Charlie’s letter, the students will take on Charlie’s perspective and write about a book, person, or song that has impacted who he is with the same purpose in mind as their own letter. (Students should use the book to get a good feel for Charlie’s diction to make it sound like him as best they can.)
 * 4) The topic of Charlie’s letter does NOT have to be one mentioned in the novel. This can be purely from the student’s imagination and knowledge about what they know about Charlie so far.
 * 5) Students an use any medium they choose to write these two letters. (a blog, a handwritten letter, a typed one, a journal, etc.)
 * 6) If letters are done online please provide the URL as proof the assignment was done.
 * 7) There is no page requirement.
 * 8) Students will continue to read from pages 21-39. Make sure to write in your notes while reading.
 * 1) Did the students participate in the discussion?
 * 2) Did the groups work well together?
 * 3) How could we have made the lesson run more smoothly?

(Hi folks: please remember to address accommodations for these two special needs students: )