Serra Final Up Lan Final

8/10/2019 Serra Final Up Lan Final

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The Perks of Being A Wallflower

12 th Grade English

Prepared by:

Jacquelyn Serra

For

Dr. Michael Sherry

Fall 2014, BU

Commented [1]: English Dept Outcomes - 1. Toproduce graduates who demonstrate mastery of ELAcontent knowledge, current theories, and research anwho can translate this theory into practice.

This shows my mastery of ELA not only because it mmost current unit plan, but because of the contentwithin it. Not only do I demonstrate the mastery ofcontent knowledge but I also think about theories thahave learned that will help my future students.

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Rationale

Young adults can relate to The Perks of Being A Wallflower in some way because of allthe topics that it covers. Charlie is a young adult that is very uneasy at the beginning ofhis freshmen year and needs to overcome many obstacles throughout the entire book.Some of the obstacles that he needs to overcome are drugs, sex, alcohol, depression, andsuicide. Although these are only a few of the things that Charlie faces, all young adultscan relate to Charlie in some way. Whether it is being shy or being faced with peer

pressure of sex and drugs. Although this could be a book that some parents may be waryof their children reading, it is good for students to be exposed to things like this so theyare able to learn about them before peer pressure hits them. Some of the things that wewill be talking about throughout this lesson are drugs, alcohol, sex, and depression. Thesethings are important to learn more about so students will be aware of these topics. I willcover these in my Tough Topics lesson where students will have an opportunity to talkabout these things more in depth with their peers. It i s important for students to learnabout these things in school so they realize that all students deal with these things, so theywont feel alone. Discussing these topics will help prepare students to make ethicaldecisions in their own lives if and when they come in contact with these topics. I intendto teach this lesson to grades 10th-12th. Teaching this in 10th grade will allow students tolearn about all these peer pressures before they happen. If this were to be taught to a 12thgrade class there are a lot of things that due with going off to college because Sam andPatrick are going to college. I believe this to be a book that any young adult student canread because it is very accessible to students. This is a book that can have many teachablemoments because each student has something different to bring to the table because oftheir experiences that they have had thus far in their life. This again goes along with myTough Topics lesson because students can talk about all their experiences in a safe place.Along with this, it will allow students to see the consequences of these actions and showsthe development of Charlie throughout the book. Along with these aspects of the book,the way that the book is written is also another reason why I think that it is important forstudents to read this book. Charlie is writing in letter format, which as we know todaymost people don't write letters anymore but that doesn't mean that it isn't important tolearn. With the invention of more and more technology the use of letter writing it almostnonexistent anymore. However, I still think that is something that students should still belearning in school settings today. One reason for this is because although letters aren't as

possible today, emailing still is and although there are some differences between the twothey are both important to learn. Letters are extremely formal and thats something thatstudents arent used to. So when the students will learn about the letter format it will helpthem with writing professional emails. The letter formatting throughout the book willalso show students how different a book is when it is written in 1st person and the readersonly gets one side of the story. Although this may seem like a book that shouldn't betaught in school when you first glance on it, I believe that it's a book that students will

learn a lot from because of all the topics that are within this book, it's also relatable tostudents in some way so along with learning they will enjoy reading the book. Otherteachers, administrators, and parents may think that this is the wrong book to teach in the

Commented [2]: INTASC Standard - 7 Planning -teacher plans instruction based upon knowledge ofsubject matter, students, the community, andcurriculum goals.

The whole rationale talks about why I think that thiswould be a beneficial unit for my students. I draw upthings such as, ELA, past students who have read thebook, and how it could help students in the future. This critical because administrators, teachers, andparents need to understand why I think that this isimportant for students to learn. I draw upon exactexamples from my lesson to help them understand wI find it important to teach in my classroom.

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classroom, but I think the complete opposite. I have taught this book in the past and in theend students and parents were both very thankful that this book was taught. This is also awidely taught book within school districts because of the topics that it covers because itshows students the growth of a character and how they overcome these obstacles.Students are dealing with these problems whether we want them to go through it or notand the best thing to do is talk about, and if they arent dealing with these issues and

problems it brings awareness to them and how to work around them. Parents may arguethat they should be the ones talking to their children about this, but students don't alwayswant to talk about these topics with their parents. Since they are reading these things inthe classroom, it will allow students to have an open space to talk about these things.Along with having an open space it will also bring awareness to all of these issues.

Commented [JES3]: NCTE Standard 3.7 knowresearch theory and findings in ELA.

Putting these kinds of things in your rationale isextremely important because as a teacher we need to

justify the things that we have within our lessons,especially with a book like The Perks of Being aWallflower . Knowing findings of ELA is importantbecause you can put things like how widely it is taugin school districts around the country.

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Big Question

What makes a meaningful life?

Unit Goals

1. Students will journal in order to personally reflect what they believe is ameaningful life. (on-going throughout the unit)

2. Students will lead literature circles in order to greater understand the book andwhat Charlie believes his meaning of life is. (This will also allow students to talkabout more personal things with one another without sharing them with the entireclass)

3. Students will create a poster in order to visually show what the meaning of life isto each individual student. (will be done in the middle of the unit, so then theycould reflect on it at the end of the unit and what they would change)

4. Students will complete a graphic organizer in order to keep track of themeaningful moments in Charlies life and in their own life.

5. Students will look at the books that Charlie reads throughout the book in order tosee how they relate to his life.

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Assessment

In Charlie's life music and books play a big role. He is always talking about the mostcurrent book that he is reading and the different songs that he is currently listeningto. Since both of these things mean so much to Charlie, it only makes sense for studentsto think about the same thing in their final assessment. The whole purpose of theassessment is that students need to pick 5 songs and/or books that have had an impact ontheir life and has made their life meaningful in some way. The students will be makingtheir own "infinite playlist" to express their own lives and will explain meaningfulmoments in their own lives. Much like how every song and book gave Charlie's lifemeaning. Along with picking the songs and/or books students will need to write a

paragraph explaining why the song/book is meaningful to the individual student. Whenwriting this paragraph they will write a closing paragraph or create a graphic organizer tocompare and contrast the infinite moments throughout their life and Charlie's life.Throughout the lesson we will be mapping out the infinite moments in Charlie's life thatgave him meaning to his life so they will have this to reflect on when doing the finalassessment. This will allow students to relate to Charlie on a more personal level becausethey are seeing how they are the same. Students will present in groups about thesongs/books that they chose for the project. However, students will NOT have to sharethe reasons why they chose them if they don't feel comfortable doing that in front of their

peers. Students can choose to make a poster if they wish, they will not have to only ifthey feel it will help them present to their peers. They can bring anything that they feelwill help the presentation (i.e. a copy of the book to read their favorite quote, an iPod to

play a small part of the songs that they have chosen). The presentation wont have agrading rubric, if the students present to their peers they have fulfilled that part of theassignment. The reason this isnt having a rubric is because some students dont presentas well as others so it wouldnt be fair to their grade if all the work is there but their

presentation wasnt up to par. I will be grading the papers that they are handing instead ofgrading the presentation. I will be grading to projects on grammar throughout theirexplanations for each song/book and how thoroughly they compare and contrastthemselves to Charlie. So, at the end of the project they will be handing me everythingthat they have for the project and I will be grading that.

Commented [4]: INTASC Standard - 8 AssessmeThe teacher understand the uses of formal andinformal assessment strategies to evaluate and ensurethe continues intellectual, social, and physicaldevelopment of the learner.

Obviously my assessment deals directly with thisstandard because it is all about assessment. This is mformal assessment that students will be completing apresenting at the end of the unit. This shows theirmastery of the content in the lesson and also shows imastered teaching the lesson. Along with this I haveassessment sections at the end of every lesson toshow how I will be assessing students t hrough informassessment to ensure they are mastering it before theget to the formal assessment.

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Directions: Your task is to choose 5 songs and/or books that have made an impact onyour life and that you feel are meaningful to your life. For each song/book you will needto write a brief paragraph for each song/book explaining how and why it is meaningful toyou and why it gives meaning to your life. You will need to include a final paragraph orgraphic organizer comparing and contrasting the meaningful moments in your own li feand the meaningful moments in Charlies life. Each person is going to present their

project to a small group. However, you dont need to share the reasons why you pickedthe song/book if you dont feel comfortable.

Checklist

______ 5 songs/books

______ A paragraph for each song/book explaining how and why it is meaningful to you

______ Final paragraph/graphic organizer comparing your meaningful moments in lifeand Charlies meaningful moments in his life and why these moments are important toyou and Charlie as a character

______ Final presentation

______ Letter to me explaining the significance of this project and what it did for them asan individual.

Presentation Guidelines

All students must present to a small group. You will present your project in a way that you feel is best for you as an

individual. o PowerPoint o Poster o No visual aids o Bring an mp3 player to play a clip of the song o Bring book to read an exact passage from the book

All of these things are suggestions; you can do all of them or not do any ofthem.The only requirement I have is that you MUST present in some way so youare able to share your hard work with others.

Make sure you proofread because you will be graded on grammar

Commented [5]: NCTE Standard 4.5 - Engagestudents in meaningful discussions of oral, written,visual forms.

Within this assessment student need to present theirproject (oral discussion) to explain their project t o otstudents and to the teacher thus going into meaningfudiscussions when presenting. They also have a writteportion of the project, they need to write why all thesthings are meaningful to them and how they relate tothe Charlie in the book. There is also a visualrequirement, a presentation and a graphic organizer.This is important to hit all three in the final assessmeso students can understand that all these things areimportant, not only one of them.

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Rubric

1 2 3 4

Songs/Books 2 or lesssongs/books

included

3 songs/booksincluded

4 songs/booksincluded

All 5songs/book

included

ParagraphExplaining

Explanationsdont make

sense, grammaris unclear

Explanationsseems

scattered, manygrammar

mistakes

Explanationssomewhatclear, fewgrammar

mistakes

Allexplanations

clear, nogrammar

mistakes

GraphicOrganizer/Final Paragraph

Graphicorganizer/parag

raph doesntmake sense,grammar is

unclear

Graphicorganizer/parag

raph seemsscattered, many

grammaticalerrors

Graphicorganizer/paragraph somewhat

clear, fewgrammatical

errors

Graphicorganizer

included/paragr aph, no

grammaticalerrors

Presentation Presentationisnt given

------------------- ------------------ Presentation isgiven

Letter to me Grammar isunclear,

doesnt explain

significance of project

Manygrammatical

mistakes,

significance issomewhat clear

Fewgrammatical

mistakes,

explanationsomewhatunclear

Nogrammaticalmistakes, all

parts included

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Modifications

In my class I have a student who has very bad eyesight, as a teacher it is my job to ensurethat he gets the same education as every other student in the classroom. One way that Ican do this is to make sure that when he is in a group and in everyday class he sits nearthe front so that if I see the board he is able to see what I am writing. Another thing that iwill do is any time there are directions or a worksheet I will put it on the doc cam so thatthey are able to look on the doc cam, I will also be handing out worksheets to everystudent. This will allow the student to look at the doc cam or at the worksheet that is infront of them.

I also have a student who has trouble concentrating in the classroom and often gets offtask. With this student I want to make sure that I am talking close enough on the studentso they can focus on me and not what is going on around them. I will also seat them witha buddy so that if they have any questions they could ask them and not feel embarrassed

by asking me questions all the time. I know that some teachers may be against in theirclassroom because the students may get off task at some times, but in reality moststudents are going to be off task during the lesson at some time. Making sure that theyhave the worksheets and them on the doc cam will also help this student because theywill be surrounded by the assignment and will be able to follow along with it better.

These will be highlighted more within the lesson so you can see the exact spotswhere these modifications are going to take place in the lesson.

Commented [6]: NCTE Standard 2.1 - create inclenvironment & INTASC Standard - 3. Diverse Learn- the teacher understands how students differ in theirapproaches to learning and creates instructionalopportunities that are adapted to diverse learners.

I chose to put these both together because they bothdeal with creating an inclusive environment and divelearners. Right here you can see that I am thinkingabout accommodations and modifications for studenthat need them throughout my class. They are not ontalked about here, but also highlighted within the lesas well. This is important because you want to ensurethat these students learn just as much as any otherstudent in your classroom.

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Unit: The Perks of Being a Wallflower

Lesson 1: Introduction to The Perks of Being a Wallflower Time: 50 minutes

Common Core Standards: CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, readingindependently and proficiently. CC.1.2.11-12.D: Evaluate how an authors point of view or purpose shapes the contentand style of a text. CC.1.4.11-12.X: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes and audiences.

Objectives: Students will participate, reflect, and discuss what makes a meaningful life in

order to understand what is meaningful in Charlies life. Students will be able to understand the similarities and differences of letter and

email format in order to see the importance of both. Students will be able to discuss in length the pros and cons of letter formatting

and email formatting in order to participate in the activity.

Materials Needed: Journals for every student (30), 30 copies of The Perks of Being aWallflower , 30 copies of What is a Meaningful Life handout.

Resources: http://abcnews.go.com/Health/Wellness/ways-meaningful-life/story?id=22396615#1

Lesson Outline: 1. Introduction (10 minutes)

a. Give each student a copy of What Makes a Meaningful Life handout toread through individually and reflect in their journals what they thoughtabout it (will be on the doc cam as well for students with bad eyesight)

b. Allow students to pair up to share with their neighbor what they thinkabout the handout and what they wrote in their journals. (Pairing up withanother student will keep students will attention problems on task)

c. Big group discussion how their things make life meaningful without people even realizing it.

d. Students will think of three events, moments, songs or books that maketheir life meaningful and write them in their journal.

2. Introduce The Perks of Being a Wallflower (15 minutes)a. Introduce the first 3 letters that Charlie writes and have students read it

individually b. Discuss the letter formattingc. Will answer the following questions in their journal and will discuss with

class in small groups then big group discussion (questions will be in frontof them and on the doc cam)

Commented [7]: NCTE Standard 2.1 - create andinclusive environment

Here you can see directly in my lessons where I havethought about creating and implementing a diverseenvironment where all students can learn in the samemanner.

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i. What does the letter format do for the book?ii. Is it enjoyable to read?iii. Have you seen this before?iv. What does this do for shaping the content of the book?v. Do you feel like you are getting enough information from Charlie?

3. Letter Format (20 minutes)a. The class all stand up on one side of the room and I will ask the following

questions and they will need to stand on the corresponding side:(questions will be written on the board for students to see)

i. Who has written a letter to someone before?ii. Who has written an email to someone before?

iii. Do you follow a specific format when writing either one?iv. Do you think that email and letter format is the same thing?v. Do you think that sending letters in the mail is something that will

not be around forever because of email and technology? b. Students will return to their seats and with a partner discuss the pros and

cons of writing letters vs. writing emails. (will keep students on task whohave trouble paying attention)

c. Students will share with the class what they think the pros and cons areand write it on the board students will also have a graphic organizer oftheir own that they will fill out as we do the one on the board.

d. Briefly discuss why they chose their pros and cons as they share with theclass.

e. Bring up the question: If this book were written now would it be written asa letter or email?

i. Have students express idea to a partner and have them write it onthe graphic organizer to be handed in so I can see the responses

4. Closure (5 minutes)a. Have students journal about the meaningful moments that have happened

so far in Charlies life in letter format. They are to write to letter tosomeone that is important in their life.

b. Students will also write a letter or email about a meaningful moment intheir own life.

5. Homeworka. Read pages 1-28

6. Assessmenta. Students will be handing in their graphic organizer about the pros and cons

of letters vs email along with the response to how the book would bewritten today so I can track the students progress. This way I will be ableto see how they answered all the questions to ensure they understand letterand email format.

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What is a Meaningful Life?

1. Get Connecteda. Having a busy social life with lots of friends may help keep you

happy, but it's your deeper relationships (family, close friends)that will truly add meaning to your life, according to theresearchers. Spending time with your close ties can sometimes

be toughthey force you to focus on big issues, not just smalltalkbut the rewards are worth it.

2. Dont shy away from stressa. The things that add the most meaning to your lifea high-

pressure job, raising kids, caring for a loved oneare often thesame things that add the most stress to your day-to-dayexistence. But don't assume that taking the easy road is the

better option.

3. Think about the past, present, and futurea. According to the findings of this recent study, happiness is

something that's experienced mainly in the here and now."Meaning, on the other hand, seems to come from assembling

past, present, and future into some kind of coherent story,"Aaker says.

4. Be a Givera. Not surprisingly, the study found that doing things to help

others will help add meaning to your life. (Happiness, on theother hand, was linked to being a "taker.") By helping someoneelse, you're ultimately doing something positive for both partiesinvolved.

5. Find a sense of purposea. Fulfilling short-term desires may provide a bit of happiness, but

in the long run, finding things that feed your soul will bring themost satisfaction. The study found that people who spent moretime pursuing activities that reflected their sense of self ratedtheir lives as more meaningful.

http://abcnews.go.com/Health/Wellness/ways-meaningful-life/story?id=22396615#5

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Lesson 2: Effectiveness of Letter Format Time: 50 minutes

Common Core Standards: CC.1.2.11-12.E: Analyze and evaluate the effectiveness of the structure an author uses inhis or her exposition or argument, including whether the structure makes points clear,convincing, and engaging. CC.1.3.11-12.C: Analyze the impact of the authors choices regarding how to developand relate elements of a story or drama. CC.1.4.11-12.X: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes and audiences.

Objectives: Students will be able to discuss the differences between letter and email format at

length in order to understand the significance of the formats. Students will be able to write a letter/email using the correct letter formatting in

order to understand the different formats.

Materials Needed: The Perks of Being a Wallflower book, journals, 30 copies of letterformat handout, 30 copies of email format handout, doc cam

Resources: http://www.writing.engr.psu.edu/workbooks/letter_format.html http://writing.engr.psu.edu/workbooks/email_format.html


a. Students will enter the classroom and journal about what they read thenight before and what they thought about it and some of the meaningfulmoments that they thought Charlie had in the reading thus far. They willalso write about how effective they think the letter format of the book is.

b. Share with a partner what they wrote aboutc. Group discussion about their journal entries.

2. Letter vs. email format (15 minutes)a. Students will look over letter format and email format and point out and

differences and similarities and what is the importance of both of theformats. (will be a worksheet in front of them and on the doc cam soeveryone can see it)

i. They will circle the differences and underline the similaritiesii. Can do with partners or by themselves

b. At least one group or person will need to come up to share on the doc camwhat similarities and differences they found

i. Other students can just say what else they found or also come upand show their paper on the doc cam.

3. Effectiveness of letter format in The Perks of Being a Wallflower (15 minutes)

Commented [JES8]: NCTE Standard 4.7 emphvaried purposes for language use.

Looking into letter and email format shows studentsthat they need to use different types of language whethey are writing different things. Such as, a letter isusually much more formal than an email, dependingwho you write it to. This is showing that language usis often varied by how one communicates withsomeone and whom they are communicating with aswell.

Commented [9]: INTASC Standard - 2. StudentDevelopment - The teacher understands how childrenlearn and develop, and can provide learningopportunities that support a child's intellectual, sociaand personal development.

Journaling is one to get to know students andunderstand how they like to learn. It also allows themhave a personal development because they arereflecting on themselves in comparison with thecharacters in the book as well. It is an opportunity thallows students to share things with the teacher thatthey wouldn't always do from discussion.

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a. Students will get on one side of the room if they think the letter format iseffective and on the other if they think it isnt that effective.i. Students will then stay in those groups and debate with the other

team how they feel about the reading and the format in which it iswritten.

1. If students dont end up on both sides I will count offstudents to be in two groups and they will debate that way.

ii. When arguing whether they think the letter format is effective ornot, students will need to include how it helps or hurts explain howCharlie finds meaning in his life.

4. Closure (5 minutes)a. Students will journal for the remainder of the class

b. The following words will be written on the board: (and in front ofstudents)

i. Depressionii. Suicide

iii. Drugsiv. Alcoholv. Sex

vi. Lovec. Students will write a letter about one of the above topics and talk about it

in depth. They will also recall one of these things that could deal with ameaningful moment in their life so they can possibly use it in their final

project and connect it to a book/song5. Homework

a. Read 29-50 b. Finish letter in journal.

6. Assessmenta. Students will hand in letters so I can see that they understand the letter

format and the tough topics that were covered in class and in the book. b. This will allow me to see that they understand the tough topics and letter

formatting as well.

Commented [10]: NCTE Standard 4.10 - integratformal/informal assessment into instruction and

interpret/communicate results.

This is how I decided t o integrate informal assessmenalong with my formal assessment. Students will behanding in the assignments that they complete in claso I can see how they are doing on the work and if thare understanding it fully. This will also show me if Ineed to revisit anything in the next lesson that theydidn't understand.

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SAMPLE LETTER Company Name

Company Address

D ate of Letter

Recipient's name

R ecipient's title

R ecipient's com pany

Recipient's company address

Recipient's Name:

People read business letters quickly. Therefore, get to the point in the first paragraph--the first sentence, if possible. In other words, state what you want upfront. Single space your letters and use a serif typeface. Skip a line between

paragraphs. Because people read business letters quickly, use shorter sentencesand paragraphs than you would in a longer document. Sentences should averagefewer than twenty words, and paragraphs should average fewer than seven lines.

Space your letter on the page so that it does not crowd the top. However, if possible, keep your letter to one page. Second pages often are not read. Sendcopies to anyone whose name you mention in the letter or who would be directlyaffected by the letter.

Final paragraphs should tell readers what you want them to do or what youwill do for them.

Sincerely,

Signature

N am e

Enclosure cc: N am e to receive copy

http://www.writing.engr.psu.edu/workbooks/letter_format.html

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SAMPLE EMAIL FORMAT Subject: Title of E-mail

Engineers and scientists use e-mails to make requests, to answer questions, and togive announcements. E-mails are read quickly. For that reason, get to the point inthe first paragraph--the first sentence, if possible. In other words, state what youwant up front. Be careful about e-mails that make complaints, which are usually

better handled in person.

In e-mails, keep the sentence lengths and paragraph lengths relatively short.Sentences should average fewer than twenty words, and paragraphs shouldaverage fewer than seven lines. In the format suggested here, you should singlespace your e-mails, skip a line between paragraphs, and use a typeface that is

easily read on a computer. If possible, keep the total e-mail length to a length thatcan be viewed entirely on the screen.

Because the reader sees only the title of your e-mail in the Inbox or in the folderwhere it has been filed, give some thought to that title. Choose a title that orientsthe reader to the subject of the e-mail and, if possible, distinguishes your e-mailfrom other e-mails about that subject. For example, choose "Proposal Draft forOur ME 440W Design Project" as opposed to "Design Project" or "ME 440W."

With e-mails, send copies to anyone whose name you mention in the e-mail orwho would be directly affected by the e-mail. Also, be sure to mention explicitlyany attachments. Finally, remember that final paragraphs of e-mails generally tellreaders what you want them to do or what you will do for them.

Sincerely, Y our N am e Y our C ontact Inform ation

http://writing.engr.psu.edu/workbooks/email_format.html

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Lesson 3: Tough Topics Time: 50 Minutes

Common Core Standards: CC.1.2.11-12.E: Analyze and evaluate the effectiveness of the structure an author uses inhis or her exposition or argument, including whether the structure makes points clear,convincing, and engaging. CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, readingindependently and proficiently. CC.1.2.11-12.D: Evaluate how an authors point of view or purpose shapes the contentand style of a text. CC.1.4.11-12.X: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes and audiences.

Objectives: Students will be able to write in letter format with the help of the worksheet given

last class. Students will be able to discuss the tough topics at length that have happened

throughout the book thus far in order to better understand what Charlie is goingthough.

Students will discuss about the fact that these tough topics are moments thatmade Charlie feel meaningless or meaningful in order to understand that theseTough Topics give their own life meaning.

Students will pick out when these tough topics are in the book in order to seethem in the book.

Materials Needed: Journals, The Perks of Being a Wallflower , hat/bowl, pieces of paperwith topics written on them, dictionaries


a. Students will write a letter or email in their journal the following wordswill be up on the board (and in front of them on a worksheet from lastclass) :

i. Depressionii. Suicide

iii. Drugsiv. Alcoholv. Sex

vi. Love b. They will need to write their letter/email about one of these topics because

these are the main topics in The Perks of Being a Wallflower c. This will be collected so I see the progess of students with the Toguh

Topics and the letter formatting

Commented [JES11]: NCTE Standard 4.3 integinterdisciplinary teaching.

I believe that this c ould be considered interdisciplinateaching because it hits on t opics that arent usuallymentioned in ELA classroom. They are often thing thre touched upon briefly in a health or gym class, butthey are still extremely important things to cover. Noonly that, but this makes it more accessible for studebecause they are reading the consequences of whathappens and arent being told to just not do them.

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2. Tough Topics (20 minutes)a. Students will be split up into 6 groups. b. In a hat, the above-mentioned topics will be on pieces of paper and each

group will pick a topic.c. With each topic students will look up the definition (using either

dictionaries provided or their cell phones)d. After this students will pick out exact moments in the book thus far that

the tough topics has appeared.i. Students will write on a poster the definition of the word, the

places that it is found in the book thus far, and how it givesCharlies life meaning.

ii. They will also pick out a song or book that goes along with this part of the book.

iii. Will be presented to the classe. Follow up questions that will be asked to each group (will be on doc cam

and on a worksheet in front of them) i. What do you think it the one moment that is most important about

your topic that makes Charlies life meaningful?ii. Are there any moments with this topic that makes Charlie struggle

with giving meaning to his life?3. Letter format & Tough Topics (15 minutes)

a. In the same groups students will discuss if they think that the letter formathelps talk about these Tough Topics and how these topics are addressedin this format.

i. Students will answer the following questions to be handed in (willbe on doc cam and on a worksheet in front of students) :

1. How does the point of view (1st person) of letters addressthese topics?

2. Does this affect the way they you view Charlie and how hedeals with the death of his friend?

3. Where are some of these topics addressed in the book thisfar?

4. Closure (5 minutes)a. Students will journal about the meaningful moments that have happened

thus far in the book with Charlie. b. They are also to compare his meaningful moments with some of their own

meaningful moments.5. Homework

a. Read 51-736. Assessment

a. All worksheets will be collected so i can see the progress of the studentswith the Tough Topics and the letter format.

b. This will also allow me to see why they think the book is significant to be

written this way

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Lesson 4: Intro to Final Project & Peter Pan Time: 50 minutes

Common Core Standards: CC.1.4.11-12.X: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes and audiences. CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, readingindependently and proficiently.

Objectives: Students will journal to start thinking about the final project and what they are

going to do for it and why in order to start their final project. Students will fill out graphic organizer to get ideas about what they are going to

do for the final project in order to organize thoughts. Students will discuss the importance of Charlie reading Peter Pan in order to

relate it to their final project and how it makes sense to him as a character Students will choose a book that relates to their life like Charlie and Peter Pan in

order to prepare for the final project.

Materials Needed: 30 copies of final project checklist & directions, 30 copies of rubric,The Perks of Being a Wallflower , doc cam, 30 copies of anonymous letter activity


a. Students will be given a graphic organizer. (will also be on doc cam) i. There will be spots for students to write in songs and books that

have given them meaning in their own life or have been there whena meaningful moment has happened in their life.

ii. There are more spots then they will need for the final project butthis is to just get them thinking about what they are going to bedoing.

b. Students will also receive the checklist that goes along with the final project so they know everything that they will need to do well on the project.

c. Students will also receive the rubric that goes along with the project.d. I will show examples up on the doc cam of an example of a 1 and 4 so

they know whats expected of them. (everything will be on the doc camand in front of the students)

2. Peter Pan (25 minutes) a. In the book, Charlie reads Peter Pan . Students will answer the following

questions (will be on doc cam) from the worksheet that they are given

that will be handed in:i. What do you think the significance is of Charlie reading Peter

Pan ?

Commented [12]: NCTE Standard 2.4 - foster crithinking.

Introducing a book that Charlie has read and why itdirectly relates to the book shows critical thinking frthe students. Not only do they need to understand thebook we are reading in class, but they also need tounderstand the other book mentioned in the book.

Along with that they need to think critically with thequestions that I am asking, such as what is thesignificance? The answer isn't in the book directly, t hneed to think about the answer and think criticallyabout it.

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ii. Does Charlie reading Peter Pan correlate with his life? If so, how?iii. Can you think of any books that directly correlate with your life?iv. What are they?v. How do they correlate with your life?

b. Students will discuss with a partner how they think it correlates withCharlies life (will help students stay on task if they get off task ontheir own)

3. Homeworka. Pages 73-92

4. Assessmenta. I will collect the worksheet where they answer questions about Peter Pan

because it will help them understand the book and scaffolds to final project as well.

b. This will make sure that students understand that there is a deeper reasonsas to why Charlie reads all these books.

Commented [13]: NCTE Standard 4.5 - engagestudents in meaningful discussions of oral, written,visual forms.

Allowing students to do a think-pair-share lets studentalk in depth about what they were doing. It also helpwith group discussion because they are more willingshare their answers if somebody has already heard itand agreed with them. This allows for meaningfuldiscussion because more people are willing to share, people don't share there won't be any discussion letalone a meaningful discussion.

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Lesson 5: Walden & Charlie Time: 50 minutes

Common Core Standards: CC.1.4.11-12.X: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes and audiences. CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, readingindependently and proficiently. CC.1.2.11-12.E: Analyze and evaluate the effectiveness of the structure an author uses inhis or her exposition or argument, including whether the structure makes points clear,convincing, and engaging.

Objectives: Students will understand how Walden relates to Charlies life in order to

understand how the books Charlie reads mean more than meets the eye. Students will answer questions about Walden and Charlie in order to see the

comparison between the two

Materials Needed: Questions about Walden


a. Students will journal about a book that Charlie reads that correlates withhis life in some way.

2. Walden (35 minutes) a. Teacher will explain Walden for students that havent read it or dont

remember it if they have read it in the past. b. It is all about him going to Walden lake so he can try to find himself.c. Students will answer the following questions about Walden and Charlie

(Will be a worksheet in front of them and on the doc cam) i. How do Thoreau and Charlie seem alike?

ii. What is different about how they dealt with feeling like anoutsider?

iii. What do you think the significance is of Charlie reading PeterWalden ?

iv. Does Charlie reading Walden correlate with his life? If so, how?v. Can you think of any books that directly correlate with your life?

vi. What are they?vii. How do they correlate with your life?

d. Students will hand in these questions after we review them as a class3. Go over questions (5 minutes)

a. As a class we will review the questions about Walden and Charlie to makesure they understand why it is important.

4. Graphic Organizer (5 minutes)


This is another place where I have the students thinkabout how a book is related to Charlie's life. Althougthis may seem that it is repetitive, it's importantbecause it shows why he is the way he is. Since moststudents don't know about Walden, I do a small minilesson about Walden. They then need to use theircritical thinking skills to understand why it relates toCharlie's life. This shows that students have a greaterunderstand for the book and they aren't just reading i

Commented [15]: NCTE Standard 4.4 - promoterespect/support for differences.

Although this is a smaller way on how to support andpromote differences within the classroom, usinggraphic organizer is a way to do this. The reason thatwould be using this is because all students havedifferent ways of learning. A visual learner would reaenjoy this because all their thoughts are put downgraphically on the Venn Diagram. It showing that I hrespect for the different types of learners within myclassroom.

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a. Students will add to the comparing and contrasting the meaningfulmoments in their life and in Charlies life in their journal. They havealready started it but I will be asking them to put it into a Venn Diagramand to add more of the moments from their life and to add more momentsthat have happened in the book this far.

5. Homeworka. Pages 92-112

b. Continue working on Venn Diagram comparing and contrasting Charlieand themselves and the meaningful moments that they have had thus far.

c. Have students think about what they would put on a poster to show whatgives their life meaning (can be more than just books and songs) and wewill discuss it next class.

6. Assessmenta. Students will hand in the Venn Diagram so I can see that they understand

the book thus far and that they are adding meaningful moments.

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Name________________

Venn Diagram Directions: On one half write the meaningful moments. books, songs, etc. that aremeaningful to you, the other side about Charlies meaningful moments, songs,books, etc. In the middle write the ones that you may have in common

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Lesson 6: Literature Circles Time: 50 minutes

Common Core Standards: CC.1.2.11-12.A: Determine and analyze the relationship between two or more centralideas of a text, including the development and interaction of the central ideas; provide anobjective summary of the text. CC.1.2.11-12.L: Read and comprehend literary non-fiction and informational text ongrade level, reading independently and proficiently.

Objectives: Students will be in literature circles in order to discuss the book with fellow

classmates. Students will add to their graphic organizer meaningful moments in Charlies life

(including books/songs) in order to help them with their final project. Students will journal about their experience with literature circles in order to see

if they enjoy doing them and what they learned throughout the lesson.

Materials Needed: Literature Circle handout


a. Introduce literature circles and give them handout about their jobsthroughout the literature circle (will be a handout and on the doc cam)

b. I will read all of the roles out loud so students can understand the job thatthey are doing.

c. Students will be shown an example on the doc cam of all the roles thatthey need to complete.

d. Make sure students dont have any questions about literature circles beforethey get into their groups.

2. Literature Circles (30 minutes or more time if needed)a. Students will be assigned a job to have throughout the literature circle

assignment. b. Teacher will walk around in order to making sure students stay on task

and in case they have any questions about the assignment.3. Closing Activity (5 minutes)

a. If there isnt time in class to do this, students will be doing this ashomework and discussing it the next day in class.

b. Students will answer the following questions about literature circles (willbe a handout and on the doc cam) :

i. Did you like the experience of literature circles?ii. Did everyone take part in the activity?

iii. Would you enjoy doing this again?

4. Homework

Commented [16]: NCTE Standard 3.3 - Know reprocesses.

Literature circles allow students to look at the book idifferent manner, it also shows that as a teacher I amaware of all the different ways that reading can betaught within the classroom. Literature circles allowstudents to think about the book on their own while athe students have different jobs that deal with the booI always found this helpful because you can talk to ypeers about the book and not feel like you are askingquestion that the teacher may put you down for askinThis is something that I like to do in my class becausit shows that there are many different ways to teachreading.

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a. Pages 112-1315. Assessmenta. Students will be handing in all work that goes along with the literature

circles so I can see the progress that it being made in the understanding

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Literature Circles Goal: Pick out meaningful moments in Charlies life. These could include

songs, books, moments, or people.

Summarizer1. Complete the summary of the pastreadings. Be sure to include only theimportant characters and events.

2. Be prepared to read your summaryto your team. (Practice yourpresentation in advance.)

3. After you read your summary tothe team, help them to write theirown summaries on their worksheets.

Comparison Coach

1. Choose to experiences thatCharlie has gone through in the

book.2. Compare these to the

experiences of you and yourgroup

2. Be prepared share them withthe class

Question Writer

1. Create 3 to 5 interestingdiscussion questions.

2. Try to think of questions thatwill get your circle group to diginto the book and share theirthoughts and opinions.

3. Write each question on anindex card.

4. After you discuss the questionswith your team and you will sharewith the class.

Illustrator

1. Students will choose a song orbook that goes along with theexperiences that theComparison Coach has.

2. You may find a clip of the bookor a part of the book to sharewith the class

Commented [JES17]: NCTE Standard 3.2 knowvisual, written literacy practices.

Most teachers may think that the only way to teachliteracy is by just reading a book to their class, howeI think that literature circles do a great job of doing thNot only does this cover oral, visual, and writtenliteracy in one lesson, but it is also something fun forthe students to do. Students are summarizing (writtenthe part of the book, illustrating (visual) something tgoes along with the book, and presenting (oral) to thclass what they found. I think that it is so important tyou hit all these t hings with a lesson, using literaturecircles is one way of doing that.

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Lesson 7: Final Project Practice Time: 50 minutes

Common Core Standards: CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, readingindependently and proficiently. CC.1.4.11-12.X: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes and audiences.

Objectives: Students will do a project that coincides with the final project so students will

fully understand in order to do well on final project. Students will journal in order tie together any loose ends that they have

concerning the book

Materials Needed: Journals, Markers, Big sheets of paper, Handout with directions


a. Handout Final Project Practice worksheet (will be on doc cam as well) b. See if any students have questions about what they are to be doingc. Put students into groups of 4 or 5 students,

2. Final Project Practice (20 minutes)a. Students will get into groups and complete the task at hand.

b. Teacher will be walking around making sure all students understand andare on-task throughout the assignment.

3. Presentations (20 minutes)a. Students will present the work that they have done to the class.

b. Students will explain why the songs and books are important to Charliec. Students will also think of one song or book and is meaningful to their

own life to help them to prepare for the final project. (will be presentedon the doc cam)

4. Journaling (5 minutes)a. Students will journal about the song or book that they chose for their own

final project. b. They will also start to jot down a few other books or songs that they think

they will use in their final project.5. Homework

a. Pages 132-1556. Assessment

a. Students will be handing in their final project practice so I can ensure thatstudents understand the final project and understand the book as well

Commented [18]: NCTE Standard 4.2 - align curgoals, teaching strategies, and organization ofenvironment and learning experiences.

Having the students practice their final project showthat I am aligning to my final assessment well. Asteachers we want to ensure that students understandeverything that we are asking of them. This also dealwith learning experiences because having this practicexperience will allow students to flourish on thepresentation and final assessment.

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Project Practice

Directions: Your job is to pick out 5 songs and/or books thatseem meaningful to Charlies life. Along with stating the songor book you will also have to explain why your group thinksthese books/songs are important to Charlie. You are also to

think about on your own a book or song that is meaningful toyour own life and why. You will be sharing these with the class

so be prepared!

Checklist

_______ 5 songs/books meaningful to Charlie

_______ Explanation why you think these books/songs areimportant to Charlie

_______ Presentation

_______ Share one book/song that is meaningful to your ownlife (include explanation)

*These are the only things that will be graded*

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Lesson 8: The Great Gatsby and Charlies life Time: 50 minutes

Common Core Standards: CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, readingindependently and proficiently. CC.1.4.11-12.X: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes and audiences.

Objectives: Students will journal in order to help gather all their thoughts about the final

project. Students will learn about The Great Gatsby in order to see how it is relevant to

Charlies life.

Materials Needed: Journals, Markers, Big sheet of paper


a. Students will get out their journals from the last class b. They will continue to add more to the journal and the songs/books that are

meaningful to their own lifec. They can also add the reasons why these songs/books are meaningful to

their lives.2. The Great Gatsby (35 minutes or more if needed)

a. The teacher will briefly talk about The Great Gatsby and the relationship between Gatsby and Daisy

b. Students will talk answer the following questions on their own (this willalso be on the doc cam so students can see) :

i. How does Gatsby compare to Charlie?ii. How do Sam and Daisy seem similar?

iii. Do the relationship between Sam and Charlie similar to Gatsbyand Daisy? How? (Pick out specific moments in the book)

c. Students will get into groups of 4 students and talk about all the questionsthat were asked and will write all their answers on a big sheet of paper.

d. Students will present this to the class so they can see all the differentanswers and examples everyone came up with. (students will be asked towrite big enough for everyone to see and talk loud enough so everyonecan hear them)

3. Closure (5 minutes)a. As a class we will make a list of all the other books that have been

mentioned in the book thus far and think of how they relate to Charlieslife. This will also help with the final project.

4. Homework

Commented [JES19]: NCTE Standard 4.9 demonstrate that students reading strategies permitaccess to range of print/non-print texts.

Throughout this book Charlie reads a lot of books. I going over a few of these books within the class andthis gives students more access to these books. Thesemay be books that they thought they wouldnt beinterested in reading, but really it is exactly theopposite. I know that I when I read this book in highschool, I found myself picking up some of these boobecause Charlie read them.


Allows students to look deeper in the book. In the palessons I have them doing this in smaller groups, butsince they have done it a few times I think t hat it isbetter to have a bigger discussion so they can hearmore than one other persons ideas on how the bookrelates to Charlie's life.

Commented [21]: NCTE Standard 3.3 - know reaprocesses.

This will show students that they should be reading lthis all the time. They also need to pick a book that wmentioned without any help from the teacher becausthey have done this so many times in class already.This shows that the students are growing, especially learning how to use reading processes.

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a. Pages 155 183 b. Finish final project to be ready for peer review for the next class period.5. Assessment

a. Students will also be printing out a copy so I can look over what all thestudents have so far so I can correct any problems that they may behaving.

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Lesson 9: Peer Review Time: 50 minutes

Common Core Standards: CC.1.4.11-12.X: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes and audiences. CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, readingindependently and proficiently. CC.1.2.11-12.A: Determine and analyze the relationship between two or more centralideas of a text, including the development and interaction of the central ideas; provide anobjective summary of the text.

Objectives: Students will get in groups in order to peer review their final project before

handing it in and presenting it. Students will have time in order to journal any issues that they have with the final

project in order for the teacher to understand what they are having the mosttrouble with

Materials Needed: Journals


a. Students will individually look over their own final project to see ifanything sticks out that they would change BEFORE the peer review.

b. If students are confident with their work they can read The Perks of Beinga Wallflower .

2. Peer Review (35 minutes or more if needed)a. Students will be put into groups of 3 or 4 and show them what they have

done so far. b. Students are to give the others constructive criticism.c. Each member of the group should have a chance to talk about their final

project.d. Teacher will monitor students to see the work that they have done thus far

and to make sure the students stay on task.3. Journals/Closure (5 minutes)

a. Students will write a letter or email addressed to about the book thus farand what they feel about the book.

b. They will also talk about how The Great Gatsby corresponds withCharlies life

c. They will also add in the journal a meaningful moment in their life thatisnt included in the final project.

d. If there isnt enough time for this, it will be completed for homework.4. Homework

Commented [22]: NCTE Standard 3.1 - know skiEnglish language.

Peer Review shows that students understand what isexpected of them from the project well enough thatthey can look at others work. This also shows thatstudents know skills of the English language becausethat is some of the things that they will be looking fowhen they are doing peer review.

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a. Pages 183 end b. Finish revisions on project and be ready to present next class

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Peer Review Worksheet Author __________________________ Peer Reviwer______________________

Does the author have 5 books/songs? Identify them?

1.

2.

3.

4.

5.

How are these songs/books meaningful to their lives?

What are two ways the author could improve this project?

1. 2.

Does the author trace the development of Charlie and of themselves as a person in amatter that it is easily understood by the reader? Why or why not?

Are there many grammatical errors in the paper? Pick out a few that can help your partner.

Commented [23]: INTASC Standard - 5. Motivatand management - the t eacher uses an understandingof an individual/group motivation and behavior to cra learning environment that encourages positive sociinteraction, active engagement in learning, and self-motivation.

This peer review sheet is showing all these t hingsmentioned above. Not only does it create a positivework environment, but it allows students to becomfortable sharing their work with others. Since it ipeer review, it needs to have a positive socialinteraction because without that students won't getwhat is needed out of peer review. It is very activebecause not only are they talking about theirassignment but they are also looking at others workvery carefully.

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1. 2. 3.

What are two things that you really enjoy about this project?

1. 2.

How has the character grown? How does this shape the meaningful moments in his life?

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Lesson 10: Presentations Time: 50 minutes

Common Core Standards: CC.1.4.11-12.X: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline-specific tasks, purposes and audiences. CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, readingindependently and proficiently. CC.1.2.11-12.A: Determine and analyze the relationship between two or more centralideas of a text, including the development and interaction of the central ideas; provide anobjective summary of the text.

Objectives: Students will present final projects in order to see what the other students had as

meaningful moments in their life. Students will journal about the experience of doing this project in order to see

what they learned about themselves.

Materials Needed: Students final projects


a. Students will be put into groups (different then the ones where they did peer review so they wont hear the same projects again.)

2. Peer Review (35 minutes or more if needed)a. Students are to share the meaningful songs/books in their life.

b. They will not need to share why they are meaningful but they can do so ifthey choose.

c. They will also need to explain how their meaningful moments are similaror different to Charlies meaningful moments in his life.

d. Students will also share the letter that they wrote to me explaining whatthey thought about the project and how it helped them better understandthemselves.

3. Closing Activity (10 minutes)a. Well will have a class discussion about the last pages of the book.

b. This discussion will be based on the students and what they want to talkabout that happened at the end of the book.

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Reflection 1. How does your unit plan address the criteria from our rubric? (Be specific)I think that my unit plan does a great job of keeping diversity in mind, not only do I keepit in mind when I am making modifications for students, but I also do it with my lessons,such as having individual work, small group work, and big class discussions. I also keepin mind doing graphic organizer for students who are more visual learners. In general Ithink that this is relevant to ELA and to students. It is relevant to students because of thetopics that it deals with, not only because students deal with topics that are included inthe book, such as drugs, sex, and alcohol, but because they will understand theconsequences of doing these things because of the book and how to deal with them ifthey ever encounter them. It is relevant to ELA because they are examining some of the

books with in The Perks of Being a Wallflower and relating it back to Charlies life andtheir own life as well. I believe that I align my project well not only to the book, but tothe final assessment as well. All of my lessons have something to do with the final

project, whether it be just a journal assignment or actually working on the final project. Ialso have the lessons aligned to the the book because they are taking a deeper look at the

books that Charlie is reading and relate it to their own life. This also goes along with thescaffolding of my lesson. I think that everything that I do with my lessons scaffolds to thefinal project so they are able to succeed at the final project while understanding the bookas well. Hitting all the conventions was difficult to do, but I think that I haveaccomplished it. Although they are doing all the reading outside of class, I believe that Istill meet this convention because if we werent doing this book, they wouldnt bereading. They are also reading all the worksheet while taking a deeper look at the,specifically the email and letter format worksheets. Language is one that I found difficultto hit, but I think that I did because I have the students presenting their projects to theclass, this also goes along with the linguistic side because when they are handing in these

projects they are being graded on grammar. Finally it was extremely easy for me toincorporate writing because I feel like ELA is most centered around writing. They are notonly journaling, but their final project also deals with writing too.

2. What has our work on the collaborative unit taught you about your unit plan?One thing that I have learned about while working on the collaborative unit is thatstudents need a lot of time to do things and a lot more than is to be expected. I kept this inmind while doing my lessons, specifically the final two because I taught those in ourlesson. I think that this is important when writing lesson plans because if you have a lotof things planed you want to make sure that you are being flexible; such as when we gavethe students a lot more time to do peer review in the collaborative unit because we

believed that to be more important than the ticket out the door. This is why when doingthe peer review I have may take more time after the allotted time. It really made merealize that is a group of 9 students take a lot of time, a class with 20 and 30 students isgoing to take just as much time, if not more. So I think over all it taught me a lot abouttime management when doing my own lesson plan and to be flexible when it comes tothe activities that I have planned.

3. How does your unit plan incorporate the feedback from instructor/colleagues?I have made a lot of changes throughout the process of making this unit plan. Some of the

Commented [25]: INTASC Standard - 9. Reflectipractice: professional development - the teacher is areflective practitioner who continually evaluates theeffects of his or her choices and actions on others andwho actively seek out opportunities to growprofessionally.

This assignment was one that we had to go back andreflect on the unit itself. This is showing us thatreflecting on what we do is going to be a big part ofteaching. You constantly need to think about andreflect upon your lessons and units to see what can bimproved upon. With this unit I went back multipletimes to reflect and change what I think that could habeen made better.

Commented [JES24]:

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biggest changes that I have made is incorporating more content into the unit that dealsdirectly from the book. This includes me talking about how the exact book relate toCharlies life, the importance that he read them, and then this goes back and relates to thefinal project as well. I have also done a lot to my rationale, at the beginning of the processI only had a short paragraph, but from the feedback of others I added a lot of things that Ididnt even think would be included, but it makes sense for them to be there. During peerreview of our lesson plans I got feedback about my actual peer review sheet. I thoughtthat this was helpful because at first my sheet was very boring and wasnt appealing, notto mention the questions werent that great either, with the help of peer review I changedthat whole lesson completely and I really think that it worked for the better.

4. What have you learned from the process?Ive learned a lot of things throughout the process of making this unit plan. I think thatthe biggest thing is that I learned how much work really goes into making a unit plan andall the planning and changes I have made throughout making this. Another thing that Ilearned from this process was the fact that its best to have detailed lesson plans in caseyou arent in school one day, but its also important that you give students enough time toget through everything in the lesson as well. I think that I learned a lot about writing aunit plan in general. It really showed me how 10 lessons really isnt all that much whencovering an entire book and you want to make sure that the students get the best out ofthe lessons that you teach them. Another thing that I learned was the fact that itsimportant to get feedback about your unit plan because it only makes it better, and youalso have to be able to take this feedback without being hurt about the suggestions thatare being made to you.

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Serra Final Up Lan Final

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