CULesson9

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 * Group 9 ** – Jamie Wagner, Chelsey Whitmiller, Amanda Whitehead, Lindsay Carriera

**Common Core Standards:** CC.1.3.9–10.CAnalyze 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.

**Objectives:** 1) Students, in groups, will determine internal and external factors in relation to Charlie’s character.

2) Students will assemble their portfolios in order to reflect on those factors and how they connect to their letters.

**R‍‍esources:**[]

**Lesson:**

I. Bell Ringer (approx 5-7 minutes) []
 * Students will watch a short clip from the movie version of “Perks.”
 * In predetermined groups, students will discuss the differences between the ending of the movie and the ending of the book.
 * We will choose volunteers to open up a whole class discussion.

II. Model portfolio examples for students (5-7 minutes) - A flower representing Charlie with six petals. - 3 internal factors, 3 external factors - Center of the flower will be filled with a drawing, picture, etc. of something that represents Charlie. Example: A pencil or writing journal
 * Teachers will model at least two examples of completed portfolios.
 * We will list requirements for students to follow.

III. Students will have the remainder of the class period to work on Charlie’s portion of the cover.
 * Although still seated in their groups, students will individually fill out worksheets to determine internal and external factors of Charlie’s character.
 * Students will then, in their groups, discuss these internal and external factors.
 * Once they’ve conversed, they will break apart and work on their flowers for Charlie.

IV. Closure (approx 3 minutes)
 * For homework, students will be required to assemble their personal flower cover in order to complete their portfolios.
 * Teachers will introduce idea of the Socratic Seminar in preparation for the next lesson.


 * Assessment: **
 * At the end of class, teachers will collect the students’ worksheets.


 * Accommodations: **
 * Portfolios will be shown on the projector screen and will also be passed around.
 * Directions will be posted on the projector screen and passed around.
 * Group 8 ** – Jamie Wagner, Chelsey Whitmiller, Amanda Whitehead, Lindsay Carriera

**Common Core Standards:** CC.1.3.9–10.CAnalyze 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.

**Objectives:** 1) Students, in groups, will determine internal and external factors in relation to Charlie’s character.

2) Students will assemble their portfolios in order to reflect on those factors and how they connect to their letters.

**R‍‍esources:**[]

**Lesson:**

I. Bell Ringer (approx 5-7 minutes) []
 * Students will watch a short clip from the movie version of “Perks.”
 * In predetermined groups, students will discuss the differences between the ending of the movie and the ending of the book.
 * We will choose volunteers to open up a whole class discussion.

II. Model portfolio examples for students (5-7 minutes) - A flower representing Charlie with six petals. - 3 internal factors, 3 external factors - Center of the flower will be filled with a drawing, picture, etc. of something that represents Charlie. Example: A pencil or writing journal
 * Teachers will model at least two examples of completed portfolios.
 * We will list requirements for students to follow.

III. Students will have the remainder of the class period to work on Charlie’s portion of the cover.
 * Although still seated in their groups, students will individually fill out worksheets to determine internal and external factors of Charlie’s character.
 * Students will then, in their groups, discuss these internal and external factors.
 * Once they’ve conversed, they will break apart and work on their flowers for Charlie. 

IV. Closure (approx 3 minutes)
 * For homework, students will be required to assemble their personal flower cover in order to complete their portfolios.
 * Teachers will introduce idea of the Socratic Seminar in preparation for the next lesson.


 * Assessment: **
 * At the end of class, teachers will collect the students’ worksheets.


 * Accommodations: **
 * Portfolios will be shown on the projector screen and will also be passed around.
 * Directions will be posted on the projector screen and passed around.