Lesson Plan Instructor: Kate Kinsella and Pat Hall Lesson Objective/s: Understand the role of perspective and

how it influences characters and narrative State Standard/s: CC.9-10.R.I.2, CC.9-10.W.3 ELD Standard/s: Formative Assessment/s: Evaluating through student responses Summative Assessment/s: We will assign two sets of creative writing to show the difference in point-of-view, using characters from the novel Perks of Being a Wallflower. In addition, students may choose to represent their creative writing through a storyboard or video.

Topic: _____________________ Subject: English__ Check box if part of a larger unit: __ Where does the lesson fit in: Begin __ Middle __ End __ Duration of Lesson: ___60 min____________ Grade__9th___ Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher__X__ volunteer _____ Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity) In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners? The school were teaching at is located in the suburbs of Chicago with students of somewhat diverse backgrounds including: religion, race, and ethnicity. Each class is composed of about 25 to 30 students with a mostly equal ratio of male and female students and they are at a mature level for high school students. We have two disruptive students who attempt to draw attention away from their academic insecurities by acting out and disturbing their peers. The boys are good hearted and want to succeed; however, they struggle with confidence in their reading. One of the boys has been diagnosed with ADHD and the other has tested positive for dyslexia, both require an IEP. Usually, we are able to focus our student with ADHD by engaging him with more kinesthetic learning activities such as acting out portions of the literature we read and so on. In addition, we have a student with Aspergers Syndrome who has an aid. She is extremely smart and becomes annoyed with her classmates when they are off subject. She often uses foul language and hits other students. She doesnt recognize social limitations, but with the help of the aid and some extra attention from us, she is improving greatly.

LESSON PLAN & PROCEDURES

Lesson Elements Identify Formative Assessment as it occurs in the lesson Time What are the students doing? What is other adult doing? Check for Understanding Materials

Lesson Introduction (connect & build background knowledge)

1. Ask students to write a short paragraph in response to the question on the board: What is perspective, and how does it differ from person to person? 2. Put students in groups of two (count off) and have them share their ideas and come up with a new definition and explanation 3. Write multiple student definitions on the board 4. Write multiple student explanations on the board

15 min

Large paper, markers, blackboard,

Lesson Body Direct Instruction 1. Ask students & start a web-diagram on the board with perspective in the center, What shapes a point of view? In other words, why does everyone think differently? -Beliefs, values, personal history, SES, friends, family, etc. 2. If students have not suggested these categories, put them on the board: Values, Weaknesses, Major Events, Race, Ability 3. Create a new web-diagram on the board, this time with Charlie from Perks in the center. Identify qualities that shape Charlies perspective 15 min

Guided / Independent Practice

1. Pass out large sheets of paper, markers, and slips of paper with characters from Perks written on them 2. Students create a web-diagram on large sheets of paper, using qualities and characteristics that define them -Alternately, students may choose to draw the characters room and explain his/her qualities through the items in it During this activity, I will monitor progress by walking around the classroom 3 After completion, students will present their webs / drawings and explain why they made the choices they did 4. Using the rest of time in class, begin homework -Students may choose to write a 2 page story from a 1st person perspective that shows off their values, or address a 2 page letter to a stranger and write about a situation that shows what kind of person they are

25 min

Lesson Closing

Using definitions, explanations, and what weve learned, come up with a class definition for perspective

5 min

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All- All students will complete an identity page for a character in the novel, understand the importance of perspective, and gain proficiency in identifying components that make up perspective Some- Some students will choose to draw a web diagram, others will choose to draw the room of their character. Some will choose to create a video for homework, and others will choose to write stories / letters Few-