The Perks of Being A Wallflower

12th Grade English

Prepared by:
Jacquelyn Serra
For
Dr. Michael Sherry
Fall 2014, BU

Commented [1]: English Dept Outcomes - 1. To

produce graduates who demonstrate mastery of ELA
content knowledge, current theories, and research and
who can translate this theory into practice.
This shows my mastery of ELA not only because it my
most current unit plan, but because of the content
within it. Not only do I demonstrate the mastery of
content knowledge but I also think about theories that I
have learned that will help my future students.

Rationale
Young adults can relate to The Perks of Being A Wallflower in some way because of all
the topics that it covers. Charlie is a young adult that is very uneasy at the beginning of
his 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, and
suicide. Although these are only a few of the things that Charlie faces, all young adults
can 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 wary
of their children reading, it is good for students to be exposed to things like this so they
are able to learn about them before peer pressure hits them. Some of the things that we
will be talking about throughout this lesson are drugs, alcohol, sex, and depression. These
things are important to learn more about so students will be aware of these topics. I will
cover these in my Tough Topics lesson where students will have an opportunity to talk
about these things more in depth with their peers. It is important for students to learn
about these things in school so they realize that all students deal with these things, so they
wont feel alone. Discussing these topics will help prepare students to make ethical
decisions in their own lives if and when they come in contact with these topics. I intend
to teach this lesson to grades 10th-12th. Teaching this in 10th grade will allow students to
learn about all these peer pressures before they happen. If this were to be taught to a 12th
grade class there are a lot of things that due with going off to college because Sam and
Patrick are going to college. I believe this to be a book that any young adult student can
read because it is very accessible to students. This is a book that can have many teachable
moments because each student has something different to bring to the table because of
their experiences that they have had thus far in their life. This again goes along with my
Tough 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 shows
the 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 for
students to read this book. Charlie is writing in letter format, which as we know today
most people don't write letters anymore but that doesn't mean that it isn't important to
learn. With the invention of more and more technology the use of letter writing it almost
nonexistent anymore. However, I still think that is something that students should still be
learning 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 two
they are both important to learn. Letters are extremely formal and thats something that
students arent used to. So when the students will learn about the letter format it will help
them with writing professional emails. The letter formatting throughout the book will
also show students how different a book is when it is written in 1st person and the readers
only gets one side of the story. Although this may seem like a book that shouldn't be
taught 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 to
students in some way so along with learning they will enjoy reading the book. Other
teachers, administrators, and parents may think that this is the wrong book to teach in the
2

Commented [2]: INTASC Standard - 7 Planning - The

teacher plans instruction based upon knowledge of
subject matter, students, the community, and
curriculum goals.
The whole rationale talks about why I think that this
would be a beneficial unit for my students. I draw upon
things such as, ELA, past students who have read the
book, and how it could help students in the future. This
is critical because administrators, teachers, and
parents need to understand why I think that this is
important for students to learn. I draw upon exact
examples from my lesson to help them understand why
I find it important to teach in my classroom.

classroom, but I think the complete opposite. I have taught this book in the past and in the
end students and parents were both very thankful that this book was taught. This is also a
widely taught book within school districts because of the topics that it covers because it
shows 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 not
and 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 argue
that they should be the ones talking to their children about this, but students don't always
want to talk about these topics with their parents. Since they are reading these things in
the 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 know

research theory and findings in ELA.
Putting these kinds of things in your rationale is
extremely 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 a
Wallflower. Knowing findings of ELA is important
because you can put things like how widely it is taught
in school districts around the country.

Big Question
What makes a meaningful life?
Unit Goals
1. Students will journal in order to personally reflect what they believe is a
meaningful life. (on-going throughout the unit)
2. Students will lead literature circles in order to greater understand the book and
what Charlie believes his meaning of life is. (This will also allow students to talk
about more personal things with one another without sharing them with the entire
class)
3. Students will create a poster in order to visually show what the meaning of life is
to each individual student. (will be done in the middle of the unit, so then they
could 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 the
meaningful moments in Charlies life and in their own life.
5. Students will look at the books that Charlie reads throughout the book in order to
see how they relate to his life.

Assessment
In Charlie's life music and books play a big role. He is always talking about the most
current book that he is reading and the different songs that he is currently listening
to. Since both of these things mean so much to Charlie, it only makes sense for students
to think about the same thing in their final assessment. The whole purpose of the
assessment is that students need to pick 5 songs and/or books that have had an impact on
their life and has made their life meaningful in some way. The students will be making
their own "infinite playlist" to express their own lives and will explain meaningful
moments in their own lives. Much like how every song and book gave Charlie's life
meaning. 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. When
writing this paragraph they will write a closing paragraph or create a graphic organizer to
compare 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 that
gave him meaning to his life so they will have this to reflect on when doing the final
assessment. This will allow students to relate to Charlie on a more personal level because
they are seeing how they are the same. Students will present in groups about the
songs/books that they chose for the project. However, students will NOT have to share
the 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 if
they feel it will help them present to their peers. They can bring anything that they feel
will 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 a
grading rubric, if the students present to their peers they have fulfilled that part of the
assignment. The reason this isnt having a rubric is because some students dont present
as 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 of
grading the presentation. I will be grading to projects on grammar throughout their
explanations for each song/book and how thoroughly they compare and contrast
themselves to Charlie. So, at the end of the project they will be handing me everything
that they have for the project and I will be grading that.

Commented [4]: INTASC Standard - 8 Assessment The teacher understand the uses of formal and
informal assessment strategies to evaluate and ensure
the continues intellectual, social, and physical
development of the learner.
Obviously my assessment deals directly with this
standard because it is all about assessment. This is my
formal assessment that students will be completing and
presenting at the end of the unit. This shows their
mastery of the content in the lesson and also shows if I
mastered teaching the lesson. Along with this I have
assessment sections at the end of every lesson to
show how I will be assessing students through informal
assessment to ensure they are mastering it before they
get to the formal assessment.

Directions: Your task is to choose 5 songs and/or books that have made an impact on
your life and that you feel are meaningful to your life. For each song/book you will need
to write a brief paragraph for each song/book explaining how and why it is meaningful to
you and why it gives meaning to your life. You will need to include a final paragraph or
graphic organizer comparing and contrasting the meaningful moments in your own life
and 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 picked
the 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 life
and Charlies meaningful moments in his life and why these moments are important to
you and Charlie as a character
______ Final presentation
______ Letter to me explaining the significance of this project and what it did for them as
an 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 of
them.
The only requirement I have is that you MUST present in some way so you
are 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 - Engage

students in meaningful discussions of oral, written,
visual forms.
Within this assessment student need to present their
project (oral discussion) to explain their project to other
students and to the teacher thus going into meaningful
discussions when presenting. They also have a written
portion of the project, they need to write why all these
things are meaningful to them and how they relate to
the Charlie in the book. There is also a visual
requirement, a presentation and a graphic organizer.
This is important to hit all three in the final assessment
so students can understand that all these things are
important, not only one of them.

Rubric

Songs/Books

Paragraph
Explaining

Graphic
Organizer/Fin
al Paragraph

2 or less
songs/books
included

3 songs/books
included

4 songs/books
included

All 5
songs/book
included

Explanations
somewhat
clear, few
grammar
mistakes

All
explanations
clear, no
grammar
mistakes

Explanations
Explanations
dont make
seems
sense, grammar scattered, many
is unclear
grammar
mistakes

Graphic
Graphic
Graphic
Graphic
organizer/parag organizer/parag organizer/parag
organizer
raph doesnt
raph seems
raph somewhat included/paragr
make sense,
clear, few
aph, no
scattered, many
grammar is
grammatical
grammatical
grammatical
unclear
errors
errors
errors

Presentation

Presentation
isnt given

-------------------

------------------

Presentation is
given

Letter to me

Grammar is
unclear,
doesnt explain
significance of
project

Many
grammatical
mistakes,
significance is
somewhat clear

Few
grammatical
mistakes,
explanation
somewhat
unclear

No
grammatical
mistakes, all
parts included

Modifications
In my class I have a student who has very bad eyesight, as a teacher it is my job to ensure
that he gets the same education as every other student in the classroom. One way that I
can do this is to make sure that when he is in a group and in everyday class he sits near
the front so that if I see the board he is able to see what I am writing. Another thing that i
will do is any time there are directions or a worksheet I will put it on the doc cam so that
they are able to look on the doc cam, I will also be handing out worksheets to every
student. This will allow the student to look at the doc cam or at the worksheet that is in
front of them.
I also have a student who has trouble concentrating in the classroom and often gets off
task. With this student I want to make sure that I am talking close enough on the student
so they can focus on me and not what is going on around them. I will also seat them with
a 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 their
classroom because the students may get off task at some times, but in reality most
students are going to be off task during the lesson at some time. Making sure that they
have the worksheets and them on the doc cam will also help this student because they
will 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 spots
where these modifications are going to take place in the lesson.

Commented [6]: NCTE Standard 2.1 - create inclusive

environment & INTASC Standard - 3. Diverse Learners
- the teacher understands how students differ in their
approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
I chose to put these both together because they both
deal with creating an inclusive environment and diverse
learners. Right here you can see that I am thinking
about accommodations and modifications for students
that need them throughout my class. They are not only
talked about here, but also highlighted within the lesson
as well. This is important because you want to ensure
that these students learn just as much as any other
student in your classroom.

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, reading
independently and proficiently.
CC.1.2.11-12.D: Evaluate how an authors point of view or purpose shapes the content
and 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 a
range 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 a
Wallflower, 30 copies of What is a Meaningful Life handout.
Resources: http://abcnews.go.com/Health/Wellness/ways-meaningfullife/story?id=22396615#1
Lesson Outline:
1. Introduction (10 minutes)
a. Give each student a copy of What Makes a Meaningful Life handout to
read through individually and reflect in their journals what they thought
about 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 think
about the handout and what they wrote in their journals. (Pairing up with
another 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 make
their 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 formatting
c. Will answer the following questions in their journal and will discuss with
class in small groups then big group discussion (questions will be in front
of them and on the doc cam)
9

Commented [7]: NCTE Standard 2.1 - create and

inclusive environment
Here you can see directly in my lessons where I have
thought about creating and implementing a diverse
environment where all students can learn in the same
manner.

3.

4.

5.
6.

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?
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 who
have trouble paying attention)
c. Students will share with the class what they think the pros and cons are
and write it on the board students will also have a graphic organizer of
their 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 the
class.
e. Bring up the question: If this book were written now would it be written as
a letter or email?
i. Have students express idea to a partner and have them write it on
the graphic organizer to be handed in so I can see the responses
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 to
someone that is important in their life.
b. Students will also write a letter or email about a meaningful moment in
their own life.
Homework
a. Read pages 1-28
Assessment
a. 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 be
written today so I can track the students progress. This way I will be able
to see how they answered all the questions to ensure they understand letter
and email format.

10

What is a Meaningful Life?

1. Get Connected
a. 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 the
researchers. Spending time with your close ties can sometimes
be toughthey force you to focus on big issues, not just small
talkbut the rewards are worth it.
2. Dont shy away from stress
a. The things that add the most meaning to your lifea highpressure job, raising kids, caring for a loved oneare often the
same things that add the most stress to your day-to-day
existence. But don't assume that taking the easy road is the
better option.
3. Think about the past, present, and future
a. 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 Giver
a. Not surprisingly, the study found that doing things to help
others will help add meaning to your life. (Happiness, on the
other hand, was linked to being a "taker.") By helping someone
else, you're ultimately doing something positive for both parties
involved.
5. Find a sense of purpose
a. Fulfilling short-term desires may provide a bit of happiness, but
in the long run, finding things that feed your soul will bring the
most satisfaction. The study found that people who spent more
time pursuing activities that reflected their sense of self rated
their lives as more meaningful.
http://abcnews.go.com/Health/Wellness/ways-meaningful-life/story?id=22396615#5

11

Unit: The Perks of Being a Wallflower

Lesson 2: Effectiveness of Letter Format
Time: 50 minutes

Commented [JES8]: NCTE Standard 4.7 emphasize

varied purposes for language use.

Common Core Standards:

CC.1.2.11-12.E: Analyze and evaluate the effectiveness of the structure an author uses in
his 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 develop
and 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 a
range of discipline-specific tasks, purposes and audiences.

Looking into letter and email format shows students

that they need to use different types of language when
they are writing different things. Such as, a letter is
usually much more formal than an email, depending
who you write it to. This is showing that language use
is often varied by how one communicates with
someone and whom they are communicating with as
well.

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 letter
format 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
Lesson Outline:
1. Introduction (10 minutes)
a. Students will enter the classroom and journal about what they read the
night before and what they thought about it and some of the meaningful
moments that they thought Charlie had in the reading thus far. They will
also write about how effective they think the letter format of the book is.
b. Share with a partner what they wrote about
c. 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 the
formats. (will be a worksheet in front of them and on the doc cam so
everyone can see it)
i. They will circle the differences and underline the similarities
ii. Can do with partners or by themselves
b. At least one group or person will need to come up to share on the doc cam
what similarities and differences they found
i. Other students can just say what else they found or also come up
and show their paper on the doc cam.
3. Effectiveness of letter format in The Perks of Being a Wallflower (15 minutes)
12

Commented [9]: INTASC Standard - 2. Student

Development - The teacher understands how children
learn and develop, and can provide learning
opportunities that support a child's intellectual, social,
and personal development.
Journaling is one to get to know students and
understand how they like to learn. It also allows them to
have a personal development because they are
reflecting on themselves in comparison with the
characters in the book as well. It is an opportunity that
allows students to share things with the teacher that
they wouldn't always do from discussion.

a. Students will get on one side of the room if they think the letter format is
effective 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 is
written.
1. If students dont end up on both sides I will count off
students to be in two groups and they will debate that way.
ii. When arguing whether they think the letter format is effective or
not, students will need to include how it helps or hurts explain how
Charlie 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 of
students)
i. Depression
ii. Suicide
iii. Drugs
iv. Alcohol
v. Sex
vi. Love
c. 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 a
meaningful moment in their life so they can possibly use it in their final
project and connect it to a book/song
5. Homework
a. Read 29-50
b. Finish letter in journal.
6. Assessment
a. 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.

13

Commented [10]: NCTE Standard 4.10 - integrate

formal/informal assessment into instruction and
interpret/communicate results.
This is how I decided to integrate informal assessment
along with my formal assessment. Students will be
handing in the assignments that they complete in class
so I can see how they are doing on the work and if they
are understanding it fully. This will also show me if I
need to revisit anything in the next lesson that they
didn't understand.

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 up
front. Single space your letters and use a serif typeface. Skip a line between
paragraphs. Because people read business letters quickly, use shorter sentences
and paragraphs than you would in a longer document. Sentences should average
fewer 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. Send
copies to anyone whose name you mention in the letter or who would be directly
affected by the letter.
Final paragraphs should tell readers what you want them to do or what you
will 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

14

SAMPLE EMAIL FORMAT

Subject: Title of E-mail
Engineers and scientists use e-mails to make requests, to answer questions, and to
give announcements. E-mails are read quickly. For that reason, get to the point in
the first paragraph--the first sentence, if possible. In other words, state what you
want 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 should
average fewer than seven lines. In the format suggested here, you should single
space 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 that
can be viewed entirely on the screen.
Because the reader sees only the title of your e-mail in the Inbox or in the folder
where it has been filed, give some thought to that title. Choose a title that orients
the reader to the subject of the e-mail and, if possible, distinguishes your e-mail
from other e-mails about that subject. For example, choose "Proposal Draft for
Our 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 or
who would be directly affected by the e-mail. Also, be sure to mention explicitly
any attachments. Finally, remember that final paragraphs of e-mails generally tell
readers what you want them to do or what you will do for them.
Y our N am e Y our C ontact Inform ation

Sincerely,

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

15

Unit: The Perks of Being a Wallflower

Lesson 3: Tough Topics
Time: 50 Minutes

Commented [JES11]: NCTE Standard 4.3 integrate

interdisciplinary teaching.

Common Core Standards:

CC.1.2.11-12.E: Analyze and evaluate the effectiveness of the structure an author uses in
his 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, reading
independently and proficiently.
CC.1.2.11-12.D: Evaluate how an authors point of view or purpose shapes the content
and 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 a
range 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 going
though.
Students will discuss about the fact that these tough topics are moments that
made Charlie feel meaningless or meaningful in order to understand that these
Tough Topics give their own life meaning.
Students will pick out when these tough topics are in the book in order to see
them in the book.
Materials Needed: Journals, The Perks of Being a Wallflower, hat/bowl, pieces of paper
with topics written on them, dictionaries
Lesson Outline:
1. Introduction (10 minutes)
a. Students will write a letter or email in their journal the following words
will be up on the board (and in front of them on a worksheet from last
class):
i. Depression
ii. Suicide
iii. Drugs
iv. Alcohol
v. 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
16

I believe that this could be considered interdisciplinary

teaching because it hits on topics that arent usually
mentioned in ELA classroom. They are often thing that
re touched upon briefly in a health or gym class, but
they are still extremely important things to cover. Not
only that, but this makes it more accessible for students
because they are reading the consequences of what
happens and arent being told to just not do them.

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 gives
Charlies 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 class
e. 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 format
helps talk about these Tough Topics and how these topics are addressed
in this format.
i. Students will answer the following questions to be handed in (will
be on doc cam and on a worksheet in front of students):
1. How does the point of view (1st person) of letters address
these topics?
2. Does this affect the way they you view Charlie and how he
deals with the death of his friend?
3. Where are some of these topics addressed in the book this
far?
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 51-73
6. Assessment
a. All worksheets will be collected so i can see the progress of the students
with 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

17

Unit: The Perks of Being a Wallflower

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 a
range of discipline-specific tasks, purposes and audiences.
CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, reading
independently 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
Lesson Outline:
1. Introduction (20 minutes)
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 when
a meaningful moment has happened in their life.
ii. There are more spots then they will need for the final project but
this is to just get them thinking about what they are going to be
doing.
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 cam
and 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?
18

Commented [12]: NCTE Standard 2.4 - foster critical

thinking.
Introducing a book that Charlie has read and why it
directly relates to the book shows critical thinking from
the students. Not only do they need to understand the
book we are reading in class, but they also need to
understand the other book mentioned in the book.
Along with that they need to think critically with the
questions that I am asking, such as what is the
significance? The answer isn't in the book directly, they
need to think about the answer and think critically
about it.

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 with
Charlies life (will help students stay on task if they get off task on
their own)
3. Homework
a. Pages 73-92
4. Assessment
a. 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 reasons
as to why Charlie reads all these books.

19

Commented [13]: NCTE Standard 4.5 - engage

students in meaningful discussions of oral, written,
visual forms.
Allowing students to do a think-pair-share lets students
talk in depth about what they were doing. It also helps
with group discussion because they are more willing to
share their answers if somebody has already heard it
and agreed with them. This allows for meaningful
discussion because more people are willing to share, if
people don't share there won't be any discussion let
alone a meaningful discussion.

Unit: The Perks of Being a Wallflower

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 a
range of discipline-specific tasks, purposes and audiences.
CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, reading
independently and proficiently.
CC.1.2.11-12.E: Analyze and evaluate the effectiveness of the structure an author uses in
his 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
Lesson Outline:
1. Introduction (5 minutes)
a. Students will journal about a book that Charlie reads that correlates with
his 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 an
outsider?
iii. What do you think the significance is of Charlie reading Peter
Walden?
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 class
3. Go over questions (5 minutes)
a. As a class we will review the questions about Walden and Charlie to make
sure they understand why it is important.
4. Graphic Organizer (5 minutes)
20

Commented [14]: NCTE Standard 2.4 - foster critical

thinking.
This is another place where I have the students think
about how a book is related to Charlie's life. Although
this may seem that it is repetitive, it's important
because it shows why he is the way he is. Since most
students don't know about Walden, I do a small minilesson about Walden. They then need to use their
critical thinking skills to understand why it relates to
Charlie's life. This shows that students have a greater
understand for the book and they aren't just reading it.

Commented [15]: NCTE Standard 4.4 - promote

respect/support for differences.
Although this is a smaller way on how to support and
promote differences within the classroom, using
graphic organizer is a way to do this. The reason that I
would be using this is because all students have
different ways of learning. A visual learner would really
enjoy this because all their thoughts are put down
graphically on the Venn Diagram. It showing that I have
respect for the different types of learners within my
classroom.

a. Students will add to the comparing and contrasting the meaningful

moments in their life and in Charlies life in their journal. They have
already started it but I will be asking them to put it into a Venn Diagram
and to add more of the moments from their life and to add more moments
that have happened in the book this far.
5. Homework
a. Pages 92-112
b. Continue working on Venn Diagram comparing and contrasting Charlie
and 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 what
gives their life meaning (can be more than just books and songs) and we
will discuss it next class.
6. Assessment
a. 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.

21

Name________________

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

22

Unit: The Perks of Being a Wallflower

Lesson 6: Literature Circles
Time: 50 minutes

Commented [16]: NCTE Standard 3.3 - Know reading

processes.

Common Core Standards:

CC.1.2.11-12.A: Determine and analyze the relationship between two or more central
ideas of a text, including the development and interaction of the central ideas; provide an
objective summary of the text.
CC.1.2.11-12.L: Read and comprehend literary non-fiction and informational text on
grade 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
Lesson Outline:
1. Introduction (15 minutes)
a. Introduce literature circles and give them handout about their jobs
throughout 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 that
they are doing.
c. Students will be shown an example on the doc cam of all the roles that
they need to complete.
d. Make sure students dont have any questions about literature circles before
they 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 as
homework and discussing it the next day in class.
b. Students will answer the following questions about literature circles (will
be 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
23

Literature circles allow students to look at the book in a

different manner, it also shows that as a teacher I am
aware of all the different ways that reading can be
taught within the classroom. Literature circles allow
students to think about the book on their own while all
the students have different jobs that deal with the book.
I always found this helpful because you can talk to your
peers about the book and not feel like you are asking a
question that the teacher may put you down for asking.
This is something that I like to do in my class because
it shows that there are many different ways to teach
reading.

a. Pages 112-131
5. Assessment
a. 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

24

Literature Circles
Goal: Pick out meaningful moments in Charlies life. These could include
songs, books, moments, or people.

Summarizer
1. Complete the summary of the past
readings. Be sure to include only the
important characters and events.

Comparison Coach
1. Choose to experiences that
Charlie has gone through in the
book.
2. Compare these to the
experiences of you and your
group
2. Be prepared share them with
the class

2. Be prepared to read your summary

to your team. (Practice your
presentation in advance.)
3. After you read your summary to
the team, help them to write their
own summaries on their worksheets.

Question Writer
1. Create 3 to 5 interesting
discussion questions.

Illustrator

2. Try to think of questions that

will get your circle group to dig
into the book and share their
thoughts and opinions.
3. Write each question on an
index card.
4. After you discuss the questions
with your team and you will share
with the class.

25

1. Students will choose a song or

book that goes along with the
experiences that the
Comparison Coach has.
2. You may find a clip of the book
or a part of the book to share
with the class

Commented [JES17]: NCTE Standard 3.2 know oral,

visual, written literacy practices.
Most teachers may think that the only way to teach
literacy is by just reading a book to their class, however
I think that literature circles do a great job of doing this.
Not only does this cover oral, visual, and written
literacy in one lesson, but it is also something fun for
the students to do. Students are summarizing (written)
the part of the book, illustrating (visual) something that
goes along with the book, and presenting (oral) to the
class what they found. I think that it is so important that
you hit all these things with a lesson, using literature
circles is one way of doing that.

Unit: The Perks of Being a Wallflower

Lesson 7: Final Project Practice
Time: 50 minutes

Commented [18]: NCTE Standard 4.2 - align curricular

goals, teaching strategies, and organization of
environment and learning experiences.

Common Core Standards:

CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, reading
independently 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 a
range 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
Lesson Outline:
1. Introduction (5 minutes)
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 doing
c. 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 and
are 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 Charlie
c. 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 presented
on 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 132-155
6. Assessment
a. Students will be handing in their final project practice so I can ensure that
students understand the final project and understand the book as well

26

Having the students practice their final project shows

that I am aligning to my final assessment well. As
teachers we want to ensure that students understand
everything that we are asking of them. This also deals
with learning experiences because having this practice
experience will allow students to flourish on the
presentation and final assessment.

Project Practice
Directions: Your job is to pick out 5 songs and/or books that
seem meaningful to Charlies life. Along with stating the song
or book you will also have to explain why your group thinks
these books/songs are important to Charlie. You are also to
think about on your own a book or song that is meaningful to
your 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 are
important to Charlie
_______ Presentation
_______ Share one book/song that is meaningful to your own
life (include explanation)

*These are the only things that will be graded*

27

Unit: The Perks of Being a Wallflower

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, reading
independently 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 a
range of discipline-specific tasks, purposes and audiences.

Commented [JES19]: NCTE Standard 4.9

demonstrate that students reading strategies permit
access to range of print/non-print texts.
Throughout this book Charlie reads a lot of books. I am
going over a few of these books within the class and
this gives students more access to these books. These
may be books that they thought they wouldnt be
interested in reading, but really it is exactly the
opposite. I know that I when I read this book in high
school, I found myself picking up some of these books
because Charlie read them.

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
Lesson Outline:
1. Introduction (10 minutes)
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 life
c. 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 will
also 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 Gatsby
and Daisy? How? (Pick out specific moments in the book)
c. Students will get into groups of 4 students and talk about all the questions
that 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 different
answers and examples everyone came up with. (students will be asked to
write big enough for everyone to see and talk loud enough so everyone
can 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 Charlies
life. This will also help with the final project.
4. Homework
28

Commented [20]: NCTE Standard 2.4 - foster critical

thinking.
Allows students to look deeper in the book. In the past
lessons I have them doing this in smaller groups, but
since they have done it a few times I think that it is
better to have a bigger discussion so they can hear
more than one other persons ideas on how the book
relates to Charlie's life.

Commented [21]: NCTE Standard 3.3 - know reading

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

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 the
students have so far so I can correct any problems that they may be
having.

29

Unit: The Perks of Being a Wallflower

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 a
range of discipline-specific tasks, purposes and audiences.
CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, reading
independently and proficiently.
CC.1.2.11-12.A: Determine and analyze the relationship between two or more central
ideas of a text, including the development and interaction of the central ideas; provide an
objective 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 most
trouble with
Materials Needed: Journals
Lesson Outline:
1. Introduction (10 minutes)
a. Students will individually look over their own final project to see if
anything sticks out that they would change BEFORE the peer review.
b. If students are confident with their work they can read The Perks of Being
a 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 far
and what they feel about the book.
b. They will also talk about how The Great Gatsby corresponds with
Charlies life
c. They will also add in the journal a meaningful moment in their life that
isnt included in the final project.
d. If there isnt enough time for this, it will be completed for homework.
4. Homework
30

Commented [22]: NCTE Standard 3.1 - know skills of

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

a. Pages 183 end

b. Finish revisions on project and be ready to present next class

31

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 a
matter 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.
32

Commented [23]: INTASC Standard - 5. Motivation

and management - the teacher uses an understanding
of an individual/group motivation and behavior to create
a learning environment that encourages positive social
interaction, active engagement in learning, and selfmotivation.
This peer review sheet is showing all these things
mentioned above. Not only does it create a positive
work environment, but it allows students to be
comfortable sharing their work with others. Since it is
peer review, it needs to have a positive social
interaction because without that students won't get
what is needed out of peer review. It is very active
because not only are they talking about their
assignment but they are also looking at others work
very carefully.

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?

33

Unit: The Perks of Being a Wallflower

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 a
range of discipline-specific tasks, purposes and audiences.
CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, reading
independently and proficiently.
CC.1.2.11-12.A: Determine and analyze the relationship between two or more central
ideas of a text, including the development and interaction of the central ideas; provide an
objective 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
Lesson Outline:
1. Introduction (5 minutes)
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 if
they choose.
c. They will also need to explain how their meaningful moments are similar
or different to Charlies meaningful moments in his life.
d. Students will also share the letter that they wrote to me explaining what
they thought about the project and how it helped them better understand
themselves.
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 talk
about that happened at the end of the book.

34

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 keep
it 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 keep
in mind doing graphic organizer for students who are more visual learners. In general I
think that this is relevant to ELA and to students. It is relevant to students because of the
topics that it deals with, not only because students deal with topics that are included in
the book, such as drugs, sex, and alcohol, but because they will understand the
consequences of doing these things because of the book and how to deal with them if
they 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 and
their own life as well. I believe that I align my project well not only to the book, but to
the 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. I
also 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 the
scaffolding of my lesson. I think that everything that I do with my lessons scaffolds to the
final project so they are able to succeed at the final project while understanding the book
as well. Hitting all the conventions was difficult to do, but I think that I have
accomplished it. Although they are doing all the reading outside of class, I believe that I
still meet this convention because if we werent doing this book, they wouldnt be
reading. 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 difficult
to hit, but I think that I did because I have the students presenting their projects to the
class, 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 to
incorporate writing because I feel like ELA is most centered around writing. They are not
only 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 that
students need a lot of time to do things and a lot more than is to be expected. I kept this in
mind while doing my lessons, specifically the final two because I taught those in our
lesson. I think that this is important when writing lesson plans because if you have a lot
of things planed you want to make sure that you are being flexible; such as when we gave
the 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 doing
the peer review I have may take more time after the allotted time. It really made me
realize that is a group of 9 students take a lot of time, a class with 20 and 30 students is
going to take just as much time, if not more. So I think over all it taught me a lot about
time management when doing my own lesson plan and to be flexible when it comes to
the 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
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Commented [JES24]:
Commented [25]: INTASC Standard - 9. Reflective
practice: professional development - the teacher is a
reflective practitioner who continually evaluates the
effects of his or her choices and actions on others and
who actively seek out opportunities to grow
professionally.
This assignment was one that we had to go back and
reflect on the unit itself. This is showing us that
reflecting on what we do is going to be a big part of
teaching. You constantly need to think about and
reflect upon your lessons and units to see what can be
improved upon. With this unit I went back multiple
times to reflect and change what I think that could have
been made better.

biggest changes that I have made is incorporating more content into the unit that deals
directly from the book. This includes me talking about how the exact book relate to
Charlies life, the importance that he read them, and then this goes back and relates to the
final project as well. I have also done a lot to my rationale, at the beginning of the process
I only had a short paragraph, but from the feedback of others I added a lot of things that I
didnt even think would be included, but it makes sense for them to be there. During peer
review of our lesson plans I got feedback about my actual peer review sheet. I thought
that this was helpful because at first my sheet was very boring and wasnt appealing, not
to mention the questions werent that great either, with the help of peer review I changed
that 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 that
the biggest thing is that I learned how much work really goes into making a unit plan and
all the planning and changes I have made throughout making this. Another thing that I
learned from this process was the fact that its best to have detailed lesson plans in case
you arent in school one day, but its also important that you give students enough time to
get through everything in the lesson as well. I think that I learned a lot about writing a
unit plan in general. It really showed me how 10 lessons really isnt all that much when
covering an entire book and you want to make sure that the students get the best out of
the lessons that you teach them. Another thing that I learned was the fact that its
important to get feedback about your unit plan because it only makes it better, and you
also have to be able to take this feedback without being hurt about the suggestions that
are being made to you.

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