Collaborative+unit+plan

Assignment Sheet Collaborative Unit Models Participation Models (feedback on plans/enactments)
 * CUPLS - Collaborative Unit Plan Lesson Sequence**
 * Lesson Plan Response
 * Enactment (Viddler) Response

Our Unit
 * Which Book and Why?
 * Big Question Ideas
 * Big Question
 * Goals
 * Assessment(s)
 * Reading Schedule
 * Lessons

//Our Unit//
 What makes a person who s/he is (past, present, and future)? 
 * Big Question:**
 * Unit Goals/Assessment(s):** (back to top)


 * //Goals ("In order to...")// || //Assessment(s) ("...students will...")// ||
 * Identify internal and external factors that shape their identities (and that of the main character) || Flower character/self analysis ||
 * Understand how these factors shape the development of character(s) throughout the novel and one's own personal development || Sequence of letters (character and self) ||
 * Understand the role that language plays in the process of expressing these factors || Guidelines for letter sequence ||


 * Assessment Overview:** (back to top)
 * A portfolio that includes two sequences of letters. One sequence about Charlie/the novel; one sequence about student's life.
 * Each letter addressed to a particular audience. Each addressing certain criteria: formal/informal; external/internal factors; role of language.
 * Portfolio introduced and concluded with flower character/student analysis.
 * Possible audiences:
 * Past/future self
 * Charlie at end of the book
 * Someone outside the text (or your own circle) who writes about or draws on //Perks//

 __**Requirements:**__ (Please add to the list)
 * Eight letters (4 about you, 4 about Charlie)
 * Flower Character Analysis
 * Graphic organizer that brings letters into relationship with each other and with //Perks//

or someone you admire || Email to peer || mix for character playlist for the story || as ethnographer (ecosystem of the characters) ||  || mentioned in the text ||  ||  __**Rubric Criteria:**__ work at this level || Please describe work at this level || Please describe work at this level || Please describe work at this level ||
 * Formal || Informal ||
 * College app || Personal/Friendly ||
 * Job app Cover letter || To character or influential person ||
 * To famous person
 * Indignant letter (e.g., to the editor) || To past/future self ||
 * Email to supervisor || Letter as song
 * Persuasive || Record a video reflection like a reality tv aside interview ||
 * Field journal: writing notes about a character
 * Detailed study of one of the songs or books
 * //Criteria/Grade// || //4// || //3// || //2// || //1// ||
 * Please enter/revise a criterion || Please describe
 * Process || All parts of the project completed on time and in a professional way; at least 2 letters from each category; at least two that incorporate multimedia ||  ||   ||   ||
 * Voice || Letters skillfully use voice/language conventions/style appropriate to genre and to the character || Letters use voice/language conventions/style appropriate to genre and to the character || Letters use voice/language conventions/style appropriate to genre or to the character || Letters do not use voice/language conventions/style appropriate to genre or to the character ||
 * Diversity || Letters include a variety of genres/media that provide multiple perspectives on development of character or the student author ||  ||   ||   ||
 * Support || Letters include specific, thorough supporting details from the text and student's life || Letters include thorough supporting details from the text and student's life || Letters include supporting details from the text and student's life || Letters include supporting details from the text or from student's life ||

 for next lesson || to p. 20 or up to Sept.29 || to p. 40 (or end of Part 1) ||  ||   ||   ||   ||   ||   ||   ||   || http://www.aypwip.org/webnote/tcss13 media type="custom" key="23878564"
 * Reading Schedule/Curriculum Map:** (back to top)
 * Lesson # || 1 || 2 || 3 || 4 || 5 || 6 || 7 || 8 || 9 || 10 ||
 * Goals Addressed ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Standards addressed ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Activities ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Reading strategies ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Writing instruction ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Language instruction ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Reading (pp. #s)


 * Lessons:** (back to top)


 * //Lesson// || //Objectives// || HW/reading schedule ||
 * 1 - Meredith, Dalton Alyssa, Morgan || Please enter text || Please enter text ||
 * 2 - Alyssa, Morgan, Kayla, Matt || Please enter text || Please enter text ||
 * 3 - Kayla, Matt, Kristal, Erin || Please enter text || Please enter text ||
 * 4 - Kristal, Erin, Maria, David || Please enter text || Please enter text ||
 * 5 - Maria, David, Melissa, Lainie || Please enter text || Please enter text ||
 * 6 - Melissa, Lainie, Samantha, Julia || Please enter text || Please enter text ||
 * 7 - Samantha, Julia, Christie, Kristi || Please enter text || Please enter text ||
 * 8 - Christie, Kristi, Jamie, Amanda || Please enter text || Please enter text ||
 * 9 - Jamie, Amanda, Chelsey, Lindsay || Please enter text || Please enter text ||
 * 10 - Chelsey, Lindsay, Meredith, Dalton || Please enter text || Please enter text ||

 //Which texts, and why? Possibilities:// (back to top) Julia || ? [| Homeric Epics (Odyssey/Iliad)] || [| The Kite Runner (Hoessini)] [|Watership Down (Adams)] || Melissa, Christie T. || [| Diary of Anne Frank (Frank)] || [| The Book Thief (Zusak)] [|Number the Stars(Lowry)] [|Boy in the Striped Pajamas(Boyne)] ||
 * **Who suggested which** || **Classic?** || **YA novel?** ||
 * Alyssa
 * Kristal || [|Homeric Epics (Odyssey/Iliad)] || [|Percy Jackson and the Olympians] ||
 * Jamie,Christie T. || [| Midsummer Night's Dream (Shakespeare)] || [| King of Shadows (Cooper)] ||
 * Sam, Lainie || [| Mythology (The Ring Cycle)] || [| The Hobbit (Tolkien)] ||
 * Erin
 * Meredith || [| An American Tragedy (Dreiser)] || [| A Northern Light (Donnelly)] ||
 * Kristi V, Kayla || [| Catcher in the Rye (Salinger)] || [| The Perks of Being a Wallflower (Chbosky)] ||
 * Chelsey || [|Adventures of Huck Finn (Twain)] || [| Finn (Clinch] ||
 * Melissa || [|Pride and Prejudice (Austen)] || [| Pride and Prejudice and Zombies] ||
 * Maria || [|Mrs. Dalloway (Woolf)] || [|The Hours (Cunningham)] ||
 * David || [| Beowulf] || [| Grendel (Gardner)] ||
 * Matt || Uncle Tom's Cabin (Stowe) || [|The Help] ||


 * **Who suggested** || **Which Questions** ||
 * Alyssa || What does it mean to be a wallflower? How does this affect Charlie? ||
 * Dalton || What are the perks of being a wallflower? ||
 * Erin || What is self-identity? What factors influence the development of one's own identity? ||
 * Kristal || How can we use texts from the past, like Catcher in the Rye, and modern texts, like The Perks of Being a Wall Flower, to give us a better understanding of ourselves, our peers, and the world around us? ||
 * Amanda || Determining who we are as individuals as well as personal growth as we see the protagonist of The Perks of Being a Wall Flower. ||
 * Kristi || How is the coming-of-age journey to find one’s identity explored and celebrated in The Perks of Being a Wallflower? ||
 * Meredith || Why did Chbosky incorporate a large number of films, novels, and music that are used in "The Perks of Being a Wallflower," and how do they help to shape Charlie's character? ||
 * Jamie || What's the point of personal writing? ||
 * Morgan || In what ways in Charlie confused with his sexual identity and how does this relate to his aunt? Are there any warning signs that this is the kind of relationship he had with his aunt before he comes out and says it? Explain Charlie's progression of sexual identity with each person he shares a "sexual type" experience with (Sam, Patrick, Mary Elizabeth, Aunt Helen) ||
 * Lainie || Does Charlie remain the same character throughout the duration of the novel or has he undergone some big changes by the closure? If he has changed, what about him has changed, and who influenced him or helped him make these changes? Can students relate to these changes and stages that Charlie goes through? ||
 * Chelsey || At the start of the book, Charlie seems to be an extremely misunderstood individual who is looking for a friend. While he listens to everyone else's secrets, sorrows, and joys, no one seems to listen to his. Therefore, he uses his personal writing as his "friend" to express the emotions, thoughts, and honest feelings he is unable to unfold to anyone else. How does "participating," as Bill put it, with real friends (Sam and Patrick) benefit and change Charlie's character throughout the story? Are there any drawbacks? Explain how Charlie's character progresses in the story through his writing and how his personal interactions with Sam and Patrick help to shape his character's growth. ||
 * Maria || How does the quest for self-identity affect Charlie? ||
 * Kayla || In what ways does Charlie's character change throughout the book? Are these changes good or bad? What helps him to discover his own self- identity? ||
 * Sam || Is our personality altered by those around us or do they simply augment certain aspects that are already there? In other words, does who we are really change or are we always the same, just in different forms and stages? ||
 * Melissa || How can we be the authors and creators of our own life?" ||
 * Christie || In what ways does Charlie grow as a character? What specific events throughout the novel influence his change throughout the story? In what ways does this compare to the main character of The Catcher in the Rye? ||

Assessment ideas
 * Who || What ||
 * Christie || For a summative assessment, students can write a 2-3 page paper where they compare and contrast themselves with the main character, Charlie. Students will be encouraged to think of all the internal and external factors that shaped the identity of Charlie as a character; his dispositions, temperament/personality, self-image, choices, experiences, environment, friends/family, media, etc. which we will have talked much about as a class by the end of our unit. Students will write about how some of these important factors in their own lives made them who they are.

I was thinking this could also possibly be written in a letter format, "to whom it may concern." We could ask our students to write in their own language and then later highlight what makes their own language unique like Charlie's. ||
 * Alyssa || For the summative assessment, I think it would be neat to possibly do a creative project that involves students bringing a shoe box full of items that Charlie may say have helped shape who he is. I think that there should be a 5 item requirement. Each item would have to come with an explanation as to why this impacted who he is. They could be a picture of one of his friends, a cd that he listens to often, or a food that pin points to an event that happened in his life. Although this may become repetitive because there are specific items mentioned within the book, I think that the fact that each has to come with an explanation would be helpful. This explanation must relate back to a passage in the story (which must also be cited). ||
 * Dalton || For the summative assessment, the students could write a letter just like Charlie. In this letter, the students could either rewrite a new ending and/or they could talk about what they have in common with and what is different between them and Charlie. The students will need to be able to think outside of the box in order to rewrite a new ending. ||
 * Matt || One great idea for a summative assessment can be for the students to film a short video of their favorite scene and explain its significance. This would be a group project - no more than 4 to a group. They must take a scene and re enact it for their fellow classmates. This is the fun part! Next, they can discuss what makes this scene significant and how it relates to The Big Question/theme. Obviously, the teacher will have to work with the technological issues such as cameras, movie maker, computer lab time. But, I think this would be a great way for the students to have fun and really understand the characters by acting their parts! ||
 * Jamie || We could, perhaps, give our students a choice of activity to do. For example, for Huckleberry Finn we had the chance to either make a movie of certain scenes, make a PowerPoint presentation on a certain theme of the story, or even make a board game for the more tactile, hands-on learners. Alyssa's idea would fit into this I think. I don't know how much a board game would be practical for Perks, but I think we should offer, at the very least, the choice of doing some sort of poster or artistic presentation (possibly with a (2ish?) page text write-up to accompany it). ||
 * Erin || Since external and internal factors (films, books, music, friends, family, past experiences) play such a large role in the shaping of Charlie’s identity throughout Perks Of Being a Wallflower, I think that a good summative assessment would be having students bring in five or more individual items that represent the different factors that they believe have contributed to the shaping of their own identity. Students will be responsible for creating and presenting a multimedia project that explains how each item they have brought in has contributed to the development of their own identity, as well as how each of their own items can connect to the factors that largely influenced the shaping of Charlie’s character throughout the novel. An example of this Multimedia project could be a PPT. presentation that includes music and pictures that represent certain external/internal factors (ex: pictures of family, friends, favorite books, etc) that have had a significant impact on the student presenting. Students could also bring in actual objects to use as a visual for the class such as; a favorite book, favorite CD, favorite film, pictures, etc. The goal of this summative assessment is to get students to make connections between the novel and their own lives. By having students reflect on what factors have contributed to the shaping of their own identity, I hope that students will be able to see the similarities between themselves and Charlie as well as understand the relevance that a fictional novel can have to its reader. ||
 * Meredith || I think that going off of our big question, a useful summative assignment would be to create a timeline of development for Charlie. It should focus on at least 5 significant experiences and/or factors that influenced his progression as a character. Students should choose pictures that they feel represent these experiences or factors with a brief description of their choices (why they think what they picked is important for Charlie; how it helped him develop as a character; if its role in Charlie's life changed throughout the text, etc). Students could have the option of presenting their timeline on poster board, through powerpoint, prezi, (or another online presentation tool that is better) ||
 * Lainie || I really like Meredith's idea of creating a timeline showing key points throughout the novel that highlight Charlie's development. This gives students the oppurtunity to do something other than a final paper after finishing a novel. Another idea would be to have students generate a cd which includes songs that are relevant to their life or align with a period of their life. This would be a cool idea because music was a big part of the novel. Students can then write a paragraph or two explaining why they picked each song/why it's important to them. Students could then chose one song to play for their classmates and talk to them about why it was chosen. ||
 * Amanda || I think [the timeline] should be part of a larger sumative assessment. I also like the idea about incoporating other mediums such as music, movies and art as these are some things that helped charlie become who he did and a great aspect of the novel itself. ||
 * Kristal || The summative assessment I would suggest is a multigenre project. Students would have the option to create a video documentary surveying others about the big question. They could ask teachers, parents, students, and mentors what they feel the struggles students face. They can then have the characters from the story comment on the documentaries big question. The students would have participants sign waivers so that those in the documentary can give clear consent. The teacher would have access to the videos after they are created and aired in the classroom. The students could also have the option to create a blog from the perspective of Charlie in which they comment on several issues that came up in the text and offer advice to those facing similar problems. This blog would be through a student friendly website like edublogs.org. Students could also choose to write a 3-4 page paper on how future students can benefit or would not benefit from the reading of The Perks of Being a Wallflower. This paper would create an argument for the book or against the book based on its merits within the classroom, and student's personal experience with the text. The students may also have the option to write a compilation of letters like Charlie has, but from the perspective of another character in the book. ||
 * Kayla || I also think that by writing the letter it gives students more creativity. It gives them the oppertunity to express themselves as well as talked about how Charlie changed through the course of the novel. ||
 * Maria || Call me old fashion, but I think a great of assessing students on this book would be with some kind of paper project. Perhaps through the semester could keep a journal (along with Charlie) and at the end compare and contrast their own and Charlie's. I think this would make for an interesting assessment on the basis of writing skills, grammar, critical thinking, etc. Another idea would be to propose a "big question" to stimulate students' minds for this assessment. I also loved Meredith's idea! A timeline with pictures would allow students to use their own creativity and organize their thoughts according to the book. All of the ideas above are great! I think as long as we integrate Charlie's character into the assessment, we will have a chance to come up with various methods. ||
 * Melissa || I think a good summative assessment for the end of our unit plan would be asking students to choose a medium of their choice (PowerPoint, word document, poster project, any artistic form of expression) to illustrate who they are and what internal and external factors (language, friends, family, music, books, writing, environment, teachers, etc.) have impacted them and how they can use these factors to better shape their futures and who they can be. As they develop their project, students will write a small reflection on how Charlie's experiences shaped his character and how he has used them to progress and evolve in a more positive way.  ||


 * Collaborative Unit Lesson Sequence - Assignment Sheet**: (back to top)

(if the embedded document does not appear below, it's because Scribd.com isn't working-- just click the link to view the document in another browser tab/window) media type="custom" key="23676078"


 * Collaborative Unit Models**

Model 1 (back to top) media type="custom" key="23676080"

Model 2 (back to top) media type="custom" key="23676082"


 * Participation Models** (back to top)

__Lesson Plan Response Model 1__

__Lesson Plan Response Model 2__

 __Video Response Model__ (back to top)