ThePerksofBeinga?Wallflower?

Author:StephenChbosky
? hymightthistextbeworthteaching?
W
Ideally,thisbookwouldbetaughtinan8thgradeclassroominwhichstudentswillbe
preparingtosoonenterhighschool,whichmeansthattheywillbefacingissuesthatthey
mayneverhavebeenexposedtobefore.?Thisbookisanincrediblecomingofagestory;
thecharactersarerealisticanditdealswithdifficultandsometimescontroversialissues
thatadolescentstudentsmayverywellexperience.?Themainthemeofthenovelis
dealingwithbeinganoutsider,andfeelingdifferentorseparatedfrompeers.Thisisa
universalthemethatmostyoungadultswillbeabletorelateto,andthecontroversial
topicsthatthenovelincludesprovidetheperfectsegueforteachersandparentstobegin
discussionsforadolescents.?
Whatdoyouwantstudentstogetoutofit?
Highschoolisadifficulttimeformanyadolescents,sohopefullyafterreadingthisnovel
studentswill?feelasenseofsupportastheycometounderstandthatmostoftheirpeers
strugglewithissuesthatmaybeevenharderthantheirown.Thisbookalsoexposes
readerstoanumberofissuestheymaynotfullyunderstand(suchasdomesticabuse,
sexualidentitystruggles,rape,andabortion),anditdoessobyaddingcontextand
backgroundstoriessothattheissuesaremuchmoreeasilyrelatable.Byusingnovel's
narrativetointroducethesetopicstothestudentsinarelatableway,teacherscanprovide
supportinginformationsuchashistoryandstatistics,sothatstudentsarewellinformed
abouttheissuesthattheymayverywellfaceastheyenterhighschool.Parentsshouldbe
informedoftheprogressionofthelessonplan(permissionslipswillbesentoutpriorto
itsbeginning),andifthereisatopictheydonotwishtheirchildtobesubjectedtoan
alternatereadingassignmentwillbeavailabletothem.

Big?Question?:
Whatdoesitmeantobeanoutsider?Whataretheexperiencesofthosewhoareonthe
inside?Whataboutthoseontheoutside?Howaretheirexperiencesdifferentandsimilar?
? oals?:
G
Studentswillunderstandwhatitmeanstobeanoutsider,sothattheycanidentifywho
theoutsiders(thetheme)areinanovel.
Studentswillbeabletoidentifycharacterinthenovelwhoareandaren'toutsiders,and
whatfactorscontributetothis,sothattheycanseetheirprogressionthroughoutthestory.
Studentscanunderstanddifferentperspectivescanmakethesameexperience(suchas
highschool)seemcompletelydifferent,sothattheycananalyzetheauthor'susageof
conflictingviewpoints.
Studentswillbeabletoempathizewithcharactersindifficultsituationsandbecome
exposedtocertaincontroversialbutrelevanttopics,sothattheycananalyzehowthese
characterspropeltheirstorieswiththeiractions.

? tandards?:
S
LAFS.8.RL.1.2:KeyIdeasandDetails.Determineathemeorcentralideaofatextand
analyzeitsdevelopmentoverthecourseofthetext,includingitsrelationshiptothe
characters,setting,andplot;provideanobjectivesummaryofthetext.
LAFS.8.RL.1.3:KeyIdeasandDetails.Analyzehowparticularlinesofdialogueor
incidentsinastoryordramapropeltheaction,revealaspectsofacharacter,orprovokea
decision.
LAFS.8.RI.2.6:CraftandStructure.Determinetheauthor'spointofvieworpurposeina
textandanalyzehowtheauthoracknowledgesandrespondstoconflictingevidenceor
viewpoints.
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandofthe
conventionsandStandardEnglishgrammarandusagewhenwritingorspeaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof
conversationsofstandardEnglishcapitalization,punctuation,andspellingwhen?writing?.

Lesson1
Title:LettertoYourFutureSelf
Subject:English/LanguageArts
Summary:SinceinthenovelThePerksofBeingaWallflowertheprotagonistCharlie
tellshisstorythroughletterssenttoananonymousrecipient,theyactasasortofdiary
forhimandthereader.Iwouldlikestudentstowritealettertothemselves,addressedto
theirfutureselvesonthedayoftheirhighschoolgraduation,expressingtheirhopes,
dreams,andquestionsforthefuture.Thepointofthisactivityistogetstudentstoreflect
ontheirlivesandgetthemprimedforameaningfulanalysisofthetext,soapartfrom
ensuringitscompletion,thisassignmentshouldn'tbescrutinizeddeeplywhenbeing
graded.
Materials:
Notebookpaper
Pencilorpen

Standards:
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandofthe
conventionsandStandardEnglishgrammarandusagewhenwritingorspeaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof
conversationsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.
Objectives:
SWBAT:

Reflectupontheirpersonalexperiencesandhowtheybelievethiswillshapetheminthe
future.
Formulatealetter,includinganintroductionandconclusionparagraph.
BellWork(10minutes):
Thequestion"Whowillyoubesomeday?"Havestudentstakeouttheirpersonaljournals,
andtellthemtheyareabouttoansweraseriesofquestions.Itshouldbemadeclearthat
thisassignment(aswellastheletter)willnotbegraded.Askthemquestionssuchas,"If
youcoulddo/beanythingintheworld,whatwouldyoudo/be?"Whatdoyouhope
you'veexperiencedbythetimeyougraduatefromhighschool?and"Whataresomeof
thethingsthatmakeyounervousabouthighschool?".Thepurposeofthisactivityisto
havethembrainstormforwhattheywillputintotheirletters.
Procedures(30minutes):
ReadanexcerptfromoneofthelettersinThePerksofBeingaWallflower
Havestudentstakeouttheirpersonaljournals.
Setupthescene:theyarewritingaletter,addressedtothemselvesonhighschool
graduationday.Tellthemtoincludeintheletterwhattheirhopes,dreams,and
fearsforthefutureare.
Displayanexampleofaletterontheprojectorsostudentscanseetheformatofa
greeting,introduction,body,andsalutation.
Givestudentstherestoftheperiodtoworkontheirletters.
ESLAccommodations:RewritethepromptforELLstudentsandensurethattheyfully
understandwhattheyarewritingabout.Dependingontheirlinguisticlevel,theymay
strugglewithwritinginthefuturetense;allowthemtoaskgrammaticalquestionsifthey
arehavingdifficulty.

Lesson2
Title:TheCharactersofPerksofBeingaWallflower
Subject:English/LanguageArts
Summary:Theintentofthisunitisforstudentstobeabletorecognizethethemesof
novel,whichwillincidentallyallowthemtobecomefamiliarizedwithsomeofthe
controversialissuesahighschoolstudentmightface(sexualassault,bullying,sexual
identitystruggles,etc.)Thesestrugglesaremaderealthroughthecharactersofthenovel,
sothislessonwillintroducecharacterchartstothestudents,whichtheywillcontinueto
addtothroughoutthedurationofthisunitandtheprogressionofthebook.
Materials:
Charactercharthandout
EnoughcopiesofPerksforeachstudent

Standards:
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandof
theconventionsandStandardEnglishgrammarandusagewhenwritingor
speaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof
conversationsofstandardEnglishcapitalization,punctuation,andspelling
whenwriting.
LAFS.8.RL.1.2:KeyIdeasandDetails.Determineathemeorcentralideaof
atextandanalyzeitsdevelopmentoverthecourseofthetext,includingits
relationshiptothecharacters,setting,andplot;provideanobjectivesummary
ofthetext.
LAFS.8.RL.1.3:KeyIdeasandDetails.Analyzehowparticularlinesof
dialogueorincidentsinastoryordramapropeltheaction,revealaspectsofa
character,orprovokeadecision.
Objectives:
SWBAT:
Identifythecharactersfromthenovel.
Identifythecharacteristicsandtraitsofeachofthesecharacters.
ApplytheBigQuestionandthethemesofthenoveltothesecharacters.
BellWork(5minutes):
Havestudentsanswerthesetwoquestions:InPerksofBeingaWallflower,whoisyour
favoritecharacterandwhy?Isthispersonanoutsider?

Procedures(35minutes):
HandouttheCharacterChartworksheettostudents.
Makesurethateverystudenthasacopyofthenoveltoreference,handingout
extrastothosewhoneedone.Iftherearenotenough,theycanlookonwitha
classmate.
Havestudentsfilloutthefirstcolumn,whichisCharacterTraits.
ThenextcolumnwillbedesignatedfornotesaboutthecharactersPersonal
Struggles,butatthispointinthenovelwemaynotknowthestrugglesofeach
character,sosomeofthesemaybeleftblankandthereshouldberoomfor
additionalnoteslater.
Tellstudentsthatastheyarereading,theyshouldbeaddingtotheirchartsevery
timesomethingnewaboutthecharactercomesup,especiallywhenthey
encounteranissuethatarisesforthatperson.
Bytheendofthenovel,studentswillseethatthecharactershavedealtwith
difficultiessuchassexualassault,bullying,depression,socialanxiety,loneliness,
domesticabuse,andabortion.Thethirdcolumninthecharacterchartwillask,
Howdidthecharacterdealwiththisstruggle?
ESLAccommodations:
Rewriteinstructionsandexplainverballytostudentstoensuretheyunderstandthe

purposeofthecharacterchart.UseTotalPhysicalResponse(TPR)tomimictakingout
thecharacterchartaftertheteachersverbalrequest.
Lesson3
Title:OutsidersinSociety
Subject:English/LanguageArts
Summary:Thepurposeofthislessonistointroducethethemeofoutsiderstostudents,
sothattheycankeeptheBigQuestioninmindwhilereadingThePerksofBeinga
Wallflower.
Materials:
Outsiderhandout
PowerPointslideshow
Paper/studentjournals
Pen/pencils
Standards:
LAFS.8.RL.1.2:KeyIdeasandDetails.Determineathemeorcentralideaof
atextandanalyzeitsdevelopmentoverthecourseofthetext,includingits
relationshiptothecharacters,setting,andplot;provideanobjectivesummary
ofthetext.
LAFS.8.RL.1.3:KeyIdeasandDetails.Analyzehowparticularlinesof
dialogueorincidentsinastoryordramapropeltheaction,revealaspectsofa
character,orprovokeadecision.

Objectives:
SWBAT:
Understandwhatitmeanstobeanoutsider.
Identifystereotypesandhowtheydefineaperson.
Applytheideaofoutsidersandstereotypestotheirownlives.
BellWork(15minutes):
Severalquestionswillbewrittenontheboardforstudentstoanswer:
Whatisastereotype?
Howmuchtoourfirstimpressionsofpeoplehavetodowithourjudgmentof
them?
Whatdoesitmeantobeanoutsiderinsociety?
Shouldwetrytobreakdownstereotypes?Whyorwhynot?

Procedures(25minutes):
Giveahandouttostudents,onwhichthereaquestionwrittenatthetop:Isthis
personanoutsider?Itwillbenumbered15withcheckmarksforstudentsto
indicateeitheryesorno.Underneatheachnumber,therewillbespaceforthe

studenttoexplaintheirreasoning.
Presentfiveslidesthatcontainpicturesofaperson,makingsurethatthereisa
widevarietyofrolesrepresented(homelessperson,footballplayer,etc.)
Askstudentswhetherornoteachpersonisanoutsiderornot,andgivethem35
minutesperslidetomaketheirdecisionandexplainwhy.
Exitactivity:Intheirjournals,askstudentstowriteareflectiononatimewhen
theyfeltlikeanoutsider,andiftheyfeellikesomeonecouldhavedone
somethingtochangethat.

ESLAccommodations:
ItishighlypossiblethatanELLstudenthasneverheardthewordstereotypebefore.If
heorshe(oranyotherstudent)isstruggling,referthemtotheclassdictionarysothat
theycanlookupitsdefinition.Thestudentmayalsoneedhelpfromtheteacher
understandingwhatthewordoutsidermeansinthiscontext.
Lesson4
Title:AHorsemanintheSky
Subject:English/LanguageArts
Summary:Tokeepstudentsfrombecomingboredwithonlyonetext,Iwouldliketo
introducetheshortstoryAHorsemanintheSkybyAmbroseBierce,whichisthestory
ofayoungmanfromCivilWarEraVirginia,whochoosestofightfortheUnioninthe
war.Ichosethistextbecausethoughitisamuchdifferentstory,ithassimilarthemesto
PerksofBeingaWallflower,suchasisolationandbeingostracizedfromthegroup.
Materials:
ClasssetoftheshortstoryAHorsemanintheSky
MixandMatchvocabularyhandout
Pens/pencils
Standards:
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandof
theconventionsandStandardEnglishgrammarandusagewhenwritingor
speaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof
conversationsofstandardEnglishcapitalization,punctuation,andspelling
whenwriting.
LAFS.8.RL.1.2:KeyIdeasandDetails.Determineathemeorcentralideaof
atextandanalyzeitsdevelopmentoverthecourseofthetext,includingits
relationshiptothecharacters,setting,andplot;provideanobjectivesummary
ofthetext.
LAFS.8.RL.1.3:KeyIdeasandDetails.Analyzehowparticularlinesof
dialogueorincidentsinastoryordramapropeltheaction,revealaspectsofa
character,orprovokeadecision.
Objectives:

SWBAT:
Comprehendatextbyidentifyingchallengingwordsanddefiningthembeforereading.
IdentifythemesinashortstorythatarerelevanttotheBigQuestionoftheunit.
BellWork(10minutes):
StudentswillreceiveaMixandMatchhandoutthatwillincludeseveralvocabulary
wordsfromtheshortstory,whichtheymustmatchtothecorrectdefinition(words
included:Laurel,clump,horseman,summit,rifle,cliff,toconceal,meadow,cart,
stream).Studentswillcompletethehandout,andthenwewillgooverthecorrectanswers
asaclass.
Procedures(30minutes):
Alternatestudentreadersbyusingpopcornreading.
Ifthereistimeremaining,discussthestoryasaclassandansweranyquestions.
ESLAccommodations:Thisshortstorymighthaveadditionalvocabularythatpresents
adifficultyforELLstudents.Askthemtokeeptrackofvocabwordstheyareunfamiliar
withbywritingthemdownaswearereading.Duringtheremainingclasstime,goover
thesewordswiththemandensuretheycomprehendedthetext.

Lesson5
Title:AHorsemanintheSkyandPerks
Subject:English/LanguageArts
Summary:Nowthatthestudentshavereadanothershortstory,Iwouldlikethemto
delvedeeperintohowitconnectstoThePerksofBeingaWallflower.
Materials:
ClasssetoftheshortstoryAHorsemanintheSkyforreference
CopiesofPerksforreference
VennDiagramhandouts
Pens/pencils
Standards:
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandof
theconventionsandStandardEnglishgrammarandusagewhenwritingor
speaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof
conversationsofstandardEnglishcapitalization,punctuation,andspelling
whenwriting.
LAFS.8.RL.1.2:KeyIdeasandDetails.Determineathemeorcentralideaof
atextandanalyzeitsdevelopmentoverthecourseofthetext,includingits
relationshiptothecharacters,setting,andplot;provideanobjectivesummary
ofthetext.
LAFS.8.RL.1.3:KeyIdeasandDetails.Analyzehowparticularlinesof
dialogueorincidentsinastoryordramapropeltheaction,revealaspectsofa

character,orprovokeadecision.
Objectives:
SWBAT:
Connectthemestomultipletexts.
Compareandcontrastelementsoftwodifferentstories.
IdentifythemesinashortstorythatarerelevanttotheBigQuestionoftheunit.
BellWork(5minutes):
Studentswillbegivenanintroductiontothedayslesson,explainingthatwewillbe
comparingAHorsemanintheSkytoThePerksofBeingaWallflower.
Procedures(30minutes):
StudentswillbegiventwoVennDiagramhandouts,whichtheymayworkonin
groups.
ForthefirstDiagram,theyshouldwritethetitlesofeachtextandcompareand
contrastthem.
OnthesecondDiagram,theyshouldchooseonecharacterfromeachoftheworks
andcompareandcontrastthem.
Onanexitslip,studentswillanswerthefollowingquestions:Whoismoreofan
outsider,thecharacteryouchosefromAHorsemanintheSkyorthecharacter
youchosefromThePerksofBeingaWallflower?Why?
ESLAccommodations:
FirstensurethatthestudentunderstandstheconceptofaVennDiagramandhowit
works.Teachercanrewriteinstructionsforstudentsifitisnecessary.

Lesson6
Title:LettertoCharlie
Subject:English/LanguageArts
Summary:Iwouldliketoprovidestudentswithanothercreativewritingopportunitythat
allowsthemtomakepersonalconnectionswiththebook.Unlikethefirstletterthatwas
written,thisassignmentshouldbetreatedasmoreofanassessment,withagreaterstress
onwritingskill,format,grammarandspelling.
Materials:
Paper/studentjournals
Standards:
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandof
theconventionsandStandardEnglishgrammarandusagewhenwritingor
speaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof
conversationsofstandardEnglishcapitalization,punctuation,andspelling
whenwriting.
LAFS.8.RL.1.2:KeyIdeasandDetails.Determineathemeorcentralideaof
atextandanalyzeitsdevelopmentoverthecourseofthetext,includingits

relationshiptothecharacters,setting,andplot;provideanobjectivesummary
ofthetext.
LAFS.8.RL.1.3:KeyIdeasandDetails.Analyzehowparticularlinesof
dialogueorincidentsinastoryordramapropeltheaction,revealaspectsofa
character,orprovokeadecision.

Objectives:
SWBAT
Identifythecharacteristicsandstrugglesofthemaincharactersinatext.
Formataformalletterwithproperstructure.
Effectivelyexpresstheirthoughtsinacoherent,wellwrittenletter.
BellWork(5minutes):
Askstudentstoanswerthefollowingquestion:WhatsonesituationCharliehasfaced
thatyoucanrelateto?
Procedures(35minutes):
Givethestudentsmostoftheperiodtoworkontheirletter.
Ifthereistimeremaining,letthemworkontheircharactercharts.
ESLAccommodations:
Studentswillwritetotheirownabilitylevel,soaslongasthestudentcomprehends
thepromptheorsheshouldnotneedadditionalaccommodations.

Lesson7

Title:Poetry:Part1
Subject:English/LanguageArts
Summary:Studentswillpracticetheircreativewritingskillsandtheirknowledgeof
poetrybywritingtheirownpoem,basedononeofthethemescentraltothebook.
Althoughthisisthemostdifficultlessonoftheunit,studentsshouldfeelcomfortable
enoughwiththetextandtheirwritingskillsthattheycanatleastattemptpoetry.
Materials:
CopiesofPerksforeverystudent
MorethanRhyme:PoetryFundamentalshandout
PowerPointslideshowonpoetry
Pens/pencils
Standards:
WL.K12.AH.5.7:Writecreativepieces(poetry,narratives,andplays)using
effectiveimageryandtheappropriateliterarydevicestogenre.

LA.1112.2.1.3:Thestudentwillanalyze,compare,evaluate,andinterpretpoetry
fortheeffectsofvariousliterarydevices,graphics,structure,andthemetoconvey
mood,meaning,andaestheticqualities;

Objectives:
SWBAT
Understandthebasicpropertiesofpoetry.
Identifythethemesofthenovel.
Createtheirownpoemutilizingtheirpoetryknowledgeandcreativewritingskills.
BellWork(510minutes):
Atthispointintheunit,wewillhavereachedthepointinthenovelwherewehave
almostcomeacrossthepoem"Chops".Itisaheavypiece,centeredonthetopicof
adolescentdepressionandsuicide,andIthinkitwouldbebestreceivedifreadtogether
asaclass.Iwillassignstudentstoreaduptothechapterpriortothepoem,thenreadthe
nextchapteraloudfortheminclass.
Procedures(35minutes):
PassoutMorethanRhyme:PoetryFundamentalshandout.
PresentaPowerPointpresentationexplainingsomeoftheaspectsofpoetrywith
examples,suchasrhymescheme,figurativelanguage,etc.
Includeaslideonthemes,particularlythosethatmightpertaintoThePerksof
BeingaWallflower
Designateanyremainingtimetoansweringquestionsandhavingstudentswork
ontheircharactercharts.
ESLAccommodations:
ThissectionoftheunitislikelygoingtobedifficultforanyELLstudent,becausepoetry
requiresahighcommandoflanguageandtheabilitytoformrhymeschemes.Whilethe
studentwillstillbenefitfromtheslideshowandbellworkgroupactivities,itwouldbe
besttohaveanalternativeassignmentforthemtodoinsteadofwritingapoem(seepart
2),suchascompletingahandoutthatpromptsthestudenttoanswerquestionsabouta
poem.
Lesson8
Title:Poetry:Part2
Subject:English/LanguageArts
Summary:Studentswillpracticetheircreativewritingskillsandtheirknowledgeof
poetrybywritingtheirownpoem,basedononeofthethemescentraltothebook.
Materials:
AcopyofthepoemFireandIceforeachstudent
StudentJournals/paper
Pens/pencils
Standards:
WL.K12.AH.5.7:Writecreativepieces(poetry,narratives,andplays)using
effectiveimageryandtheappropriateliterarydevicestogenre.

LA.1112.2.1.3:Thestudentwillanalyze,compare,evaluate,andinterpretpoetry

fortheeffectsofvariousliterarydevices,graphics,structure,andthemetoconvey
mood,meaning,andaestheticqualities;
Objectives:
SWBAT:
Understandthebasicpropertiesofpoetry.
Identifythethemesofthenovel.
Createtheirownpoemutilizingtheirpoetryknowledgeandcreativewritingskills.
BellWork(12minutes):
Makesurethatstudentsaregroupedintofourevengroups(arrangedeskspriortoclass).
Handoutacopyofthepoem"FireandIce"byRobertFrosttoeachgroup.Everygroup
willberesponsibleforanalyzingadifferentaspectofthepoem;themes,rhymescheme,
figurativelanguage,andimagery.Studentswillhave3minutesateachofthetables,
ultimatelyendingupbackintheirassignedseatswheretheywillremain.
Procedures(28minutes):
Announcetostudentsthatit'stimetotaketheirpoetryskillstothenextleveland
writetheirownpoem.
Haveallofthethemesthatwerechosenthedaybeforewrittenontheboard.
Givethestudentstheremainderoftheperiodtoworkontheirpoems,while
walkingaroundandassisting.
Assignthecompletionoftheirpoemsashomework,tobehandedinthefollowing
day.
ESLAccommodations:
ThissectionoftheunitislikelygoingtobedifficultforanyELLstudent,becausepoetry
requiresahighcommandoflanguageandtheabilitytoformrhymeschemes.Whilethe
studentwillstillbenefitfromtheslideshowandbellworkgroupactivities,itwouldbe
besttohaveanalternativeassignmentforthemtodoinsteadofwritingapoem,suchas
completingahandoutthatpromptsthestudenttoanswerquestionsaboutapoem.

Lesson9

Title:SummativeAssessment:Essay
Subject:English/LanguageArts
Summary:Forthefinalassessment,studentsshouldpracticeaformalessaypertainingto
thetopicandBigQuestionoftheunit.Theseessayswillserveabetterpurposeiftheyare
writteninclass,becausethenstudentsdonthavetheoptionofnotturningonein.
Materials:
Acopyofthepromptforeachstudent
Paper
Pencils
Standards:
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandofthe
conventionsandStandardEnglishgrammarandusagewhenwritingorspeaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof

conversationsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.
Objectives:
SWBAT:
Reflectonthenovelanditscharactersandthemes.
Synthesizeallrelevantpointsfromthenoveltosupportanessay.
BellWork(3minutes):
Paperandthepromptwillbehandedouttostudents,thepromptwillread:Thereare
severalexamplesofoutsidersinThePerksofBeingaWallflower.Chooseoneperson
fromthebook,andexplainwhatmakesthemandoutsiderandhowitaffectstheirlives.
Procedures(37minutes):
Givestudentsthemajorityoftheclassperiodtocompletetheiressay.
ESLAccommodations:
Aslongasthestudentunderstandstheprompt,therearenonecessaryaccommodations
forthislesson.
AssessmentRubric:
Traits
Thereisone
Thereisone
Thetopicand
Focus&Detail Thereisone
clear,well
clear,well
topic.Main
mainideasare
focusedtopic.
focusedtopic.
ideasare
notclear.
Mainideasare Mainideasare somewhat
clearandwell
clearbutare
clear.
supportedby
notwell
detailedand
supportedby
accurate
detailed
information.
information.
The
The
The
Thereisno
Organization
introductionis introduction
introduction
clear
inviting,states statesthemain statesthemain introduction,
themaintopic, topicand
topic.A
structure,or
andprovidesan providesan
conclusionis
conclusion.
overviewodthe overviewofthe included.
paper.
paper.A
Informationis conclusionis
relevantand
included.
presentedina
logicalorder.
Theconclusion
isstrong.
Theauthors
Theauthors
Theauthors
Theauthors
Voice
purposeof
purposeof
purposeof
purposeof
writingisvery writingis
writingis
writingis
clear,andthere somewhat
somewhat
unclear.

WordChoice

Sentence
structure,
Grammar&
Spelling

isstrong
evidenceof
attentionof
audience.The
authors
extensive
knowledge
and/or
experiencewith
thetopicare
evident.
Theauthoruses
vividwordsand
phrases.The
choiceand
placementof
wordsseems
accurate,
natural,andnot
forced.
Allsentences
arewell
constructedand
havevaried
structureand
length.The
authormakes
noerrorsin
grammar,
mechanics,or
spelling.

clear,andthere
issome
evidenceof
attentiontothe
audience.The
authors
knowledgeand
experienceof
thetopicis
evident.

clear,andthere
isevidenceof
attentionof
audience.The
authors
knowledgeand
experiencewith
thetopicis
limited.

Theauthoruses
vividwordsand
phrases.The
choiceand
placementof
wordsis
inaccurateat
timesorseems
overdone.
Mostsentences
arewell
constructedand
havevaried
structureand
length.The
authormakesa
fewerrorsin
grammar,
mechanics,or
spelling.

Theauthoruses
wordsthat
communicate
clearly,butthe
writinglacks
variety.

Thewriteruses
alimited
vocabulary.
Jargonor
clichsmaybe
presentand
detractfromthe
meaning.

Mostsentences
arewell
constructed,but
theyhavea
similar
structureor
length.The
authormakes
severalerrorsin
grammar,
mechanics,or
spellingthat
interferewith
understanding.

Sentences
sound
awkward,are
distractingly
repetitive,or
aredifficultto
understand.The
authormakes
numerous
errorsin
grammar,
mechanics,and
spelling.

Lesson10
Title:SoundtracktoCharliesLife
Subject:English/LanguageArts
Summary:MusicplaysahugeroleinThePerksofBeingaWallflower,soasthefinal
lessonintheunitplanIwouldlikethemtoutilizetheircreativityandformaplaylistof
songsthatcorrespondtopivotalpointswithinthenovel.Ahandoutandrubricshouldbe
handedouttostudentsatthebeginningoftheunit,sothattheyhaveplentyoftimeto
workonit.
Materials:

Studentsplaylistprojects
Computertoplaysongs
Standards:
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandofthe
conventionsandStandardEnglishgrammarandusagewhenwritingorspeaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof
conversationsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.
Objectives:
SWBAT:
Reflectonthenovelanditscharactersandthemes.
Drawconnectionstootherformsofmediathatrepresentaspectsofthenovel.
BellWork(5minutes):
Havestudentsanswerthefollowingquestions:Whatwasyourfavoritepartofthisunit?
Whataboutyourleastfavorite?Whatwereyourfavoriteandleastfavoritepartsofthe
book?
Procedures(35minutes):
Makesurethatstudentsarearrangedinevengroups(arrangedeskspriortoclass).
Givestudents510minutestodiscusstheirsongchoiceswiththeirgroups.
Eachgroupwillchooseonesongtorepresentascenefromthebook.
Playeachofthesesongsforthestudents,andcompriseaclassplaylistusing
them.
ESLAccommodations:
Therearenonecessaryaccommodationsforthislesson.