Grade Level: High school (11/12)
Subject(s): English
Topic of Study: The Perks of Being a Wallflower
Time Allotment: 30 Minutes
Standards: (Include Common Core and Subject Area (if needed)) Identifying central ideas and themes in literature, character development, how elements of the story can affect the storyline (time in which book takes place, how characters are introduced, where the story takes place, etc)
Objectives: I would like for my students to be able to clearly identify the themes in text and how it relates to the story. In addition, I'd ideally like for my students to be able to draw connections in the story, whether it be between other characters, other books, or even themselves. How does this book relate to real life? Does it?
Reflecting on:
Assessing prior knowledge.
-What do students need to know prior to the lesson?
Students should know the basis of literary themes and how to identify them. I
-How will prior knowledge and experience be assessed?
If this lesson were to be taught towards the beginning of reading a book or even right before, I would take a well-known story or fairytale (despite grade level, just so that the story is universal in the sense that all students know about it and if they don't, a story that would be quick and easy to tell) and prepare an assessment or in-class discussion about the literary themes/central ideas.
-How will you use this information in the planning process?
I would take into consideration where all of the students are at in terms of literary themes and that would determine how much "on your own" work I would assign. If some of the class seems to be struggling, I would definitely implement full class work or group work so that those who are struggling do not feel left behind and so they do not struggle even further.
Planning instruction.
-Why should the content of this lesson be taught at this grade level?
The content of this book is rather mature and I feel would be more appropriate for a bit of an older class. To really delve into the content and themes, I feel that older students will not only be able to identify the themes in this coming-of-age story but also relate to them as well.
-How do the objectives that you have for the lesson align with standards?
The objectives that I have planned align with literature and language art standards to have students identify central ideas and themes as well as how certain elements in a story can affect the plot and/or storyline. In short, my objectives and the standards both hope to aid students in interpreting literature beyond just what is written on the page.
-When will the lesson be taught in the course in the school year? Why?
The lesson will be taught towards the end of the school year, definitely in the second half of the academic year. I think that this would be appropriate to touch on several lessons of literary devices and perhaps even reading another book to allow students an opportunity to see what I expect from them in reading a novel in class. The Perks of Being a Wallflower is a rather heavy book and I think that it would be best to allow the class a bit of preparation before studying this particular book.
Reflecting on:
Assessing prior knowledge.
-What do students need to know prior to the lesson?
Students should know the basis of literary themes and how to identify them. I
-How will prior knowledge and experience be assessed?
If this lesson were to be taught towards the beginning of reading a book or even right before, I would take a well-known story or fairytale (despite grade level, just so that the story is universal in the sense that all students know about it and if they don't, a story that would be quick and easy to tell) and prepare an assessment or in-class discussion about the literary themes/central ideas.
-How will you use this information in the planning process?
I would take into consideration where all of the students are at in terms of literary themes and that would determine how much "on your own" work I would assign. If some of the class seems to be struggling, I would definitely implement full class work or group work so that those who are struggling do not feel left behind and so they do not struggle even further.
Planning instruction.
-Why should the content of this lesson be taught at this grade level?
The content of this book is rather mature and I feel would be more appropriate for a bit of an older class. To really delve into the content and themes, I feel that older students will not only be able to identify the themes in this coming-of-age story but also relate to them as well.
-How do the objectives that you have for the lesson align with standards?
The objectives that I have planned align with literature and language art standards to have students identify central ideas and themes as well as how certain elements in a story can affect the plot and/or storyline. In short, my objectives and the standards both hope to aid students in interpreting literature beyond just what is written on the page.
-When will the lesson be taught in the course in the school year? Why?
The lesson will be taught towards the end of the school year, definitely in the second half of the academic year. I think that this would be appropriate to touch on several lessons of literary devices and perhaps even reading another book to allow students an opportunity to see what I expect from them in reading a novel in class. The Perks of Being a Wallflower is a rather heavy book and I think that it would be best to allow the class a bit of preparation before studying this particular book.
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