Coming of Age and Identity

10th Grade Honors English

4 week Unit

Jeana Eafanti and Nicole Eulberg

EDUC463, Fall 2010 Informative Introduction

 Students: 10th graders ranging in ages 15-16, their interest range from athletics and school activities to their social popularity and relationship status, all the students in the class are of the honors ability level

 Unit Information: This unit will be a mid-semester unit falling in between the Intro to the Classics unit (1st unit) and the Play and Poetry unit (3rd unit) which would follow this unit.

 Texts: Realm of Possibility by David Levithan (1st book to be read in the unit) and Perks of Being a Wallflower by Stephen Chbosky (2nd book to be read in the unit)

 Standards being used: The Colorado Academic Standards for 10th grade

Standard Grade Level Expectation Tenth Grade 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully influences an audience  For our culminating project (unit 6), students are grouped together and asked to produce a video that demonstrates their knowledge of the overarching themes and concepts researched throughout the semester. 2. Effectively operating in small and large groups to accomplish a goal requires active listening  In units 1-3 and 6, students are placed in groups or have the option to work with a partner for one of the two major assignments assigned. Each group setting allows them to listen and discuss with one another.

2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts  In unit 3, students will use historical influences to create an informative essay 2. The development of new ideas and concepts within informational and persuasive manuscripts  In unit 3, students use the media to create an informative poster that informs other students of how the major themes are still represented within the media today

3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience  In unit 4, students keep a diary using of which will feature a variety of stylistic devices to engage or entertain an audience. 2. Organizational writing patterns inform or persuade an audience  In unit 2, students create and perform a skit regarding a certain part in Trifles that will be used to inform the class. 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process  In unit 4, students are assigned a character from the play Othello and are asked to keep diary for two weeks written in that characters mindset. Throughout the writing process, students continue revising their entries to eventually turn in a finished booklet with all the entries presented.

4. Research and Reasoning 1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions  In unit 1, students use pictures, quotes, etc. to share findings or conclusions that relate to the overarching theme. 2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy  In unit 5, students write their own critique of The Awakening evaluating text for validity and accuracy. Understanding By Design Unit Template

Title of Unit The Coming of Age and Grade Level 10th Grade Identity

Curriculum Area Honors English Time Frame 4 weeks

Developed By Jeana Eafanti and Nicole Eulberg Identify Desired Results (Stage 1) Content Standards

1. Oral Expression and Listening

1. Content that is gathered carefully and organized well successfully

influences an audience

2. Effectively operating in small and large groups to accomplish a goal

requires active listening

2. Reading for All Purposes

1. Literary and historical influences determine the meaning of

traditional and contemporary literary texts

2. The development of new ideas and concepts within informational

and persuasive manuscripts

3. Writing and Composition

1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience

2. Organizational writing patterns inform or persuade an audience

3. Grammar, language usage, mechanics, and clarity are the basis of

ongoing refinements and revisions within the writing process

4. Research and Reasoning

1. Collect, analyze, and evaluate information obtained from multiple

sources to answer a question, propose solutions, or share findings

and conclusions

2. An author’s reasoning is the essence of legitimate writing and

requires evaluating text for validity and accuracy

Understandings Essential Questions

Overarching Understanding Overarching Topical

Students will understand the value of individuality What does it mean to be What do the and the effect stereotypes may have on ones different? relationships in the identity. Realm of Possibility What deems a human and Perks of Being a being as different? Wallflower contribute Related Misconceptions Is being different out of to the characters’ People who speak, act, and make different choices the norm? identity? than me have nothing in common with me. Those who do things different than me are acting What makes up ones’ How do stereotypes incorrectly. identity? affect character identity?

How is coming of age an example of identity?

How can you relate to any given aspect of identity that has been evident throughout these two books?

Knowledge Skills

Students will know… Students will be able to…

+How to identify and be aware of stereotypes that +Demonstrate their ability to identify with exist in everyday life characters

+How to write and speak through free verse writing +Express their knowledge of free verse through their writing and speaking +More about life experience through literature +Express their understanding through various + What it means to be “coming of age” forms

+How and what it means to gain interpretation +Activate prior knowledge from a text +Draw inferences about the text

Assessment Evidence (Stage 2) Performance Task Description

To learn about and accept common differences among people in the world and Goal recognize how those things can shape one’s identity.

Role Students will act as readers, writers, and speakers

Audience Teacher

Situation To understand and recognize what contributes to a person’s identity

Product/Performance Video Presentation Project

1. Oral Expression and Listening Standards 2. Reading for All Purposes 3. Writing and Composition 4. Research and Reasoning Other Evidence

Students will complete the following activities: -Character Maps

- Journal Entries

-On-Going Poetry/ Free verse Speaking and Writing

- Psycho Drama Learning Plan (Stage 3)

Where are your students headed? Our students our headed towards achieving self discovery Where have they been? How will you through the texts that we are reading and the assignments make sure the students know where that they will be doing. We hope that students have enjoyed they are going? reading in the past, and can now find books that they can relate to. Each day we will try to reinforce the importance of self discovery through identity so that the students know what they should be achieving throughout this unit.

How will you hook students at the At the beginning of our unit, we will hook students by playing beginning of the unit? a movie clip that they are familiar with and can relate to.

What events will help students Major events that will help students experience and explore experience and explore the big idea our big idea will be things like, Socratic seminars, and questions in the unit? How will psychodramas, personal reflections, letter writing, class you equip them with needed skills and discussions, and art related projects. These assignments will knowledge? equip them with the needed skills and knowledge for our unit because they will be using their lives as examples that relate to the texts we read.

How will you cause students to reflect Students will reflect and rethink during specific assignments and rethink? How will you guide them throughout the unit, like reflecting on their personal lives, and in rehearsing, revising, and refining recreating themes that were explored during the unit in their their work? culminating assessment. We will give them opportunities to rehearse, revise, and refine their work throughout the unit and will explain to them the importance of doing so.

How will you help students to exhibit Our culminating assessment will help students exhibit and self and self-evaluate their growing skills, evaluate their knowledge and growth throughout the knowledge, and understanding semester because they will have to demonstrate their throughout the unit? understanding of the themes and important concepts represented throughout their unit. Along with that, all of our assignments build upon one another. Each assignment requires students to access their previous knowledge and understanding of the lesson the day before. How will you tailor and otherwise We provide differentiation within each lesson so that each personalize the learning plan to student is accommodated for and can acquire the highest optimize the engagement and level of learning along with the rest of the class. effectiveness of ALL students, without compromising the goals of the unit?

How will you organize and sequence We organized all of our lessons by basing each activity off of the learning activities to optimize the one another, starting with our intro activity, and going from engagement and achievement of ALL there. students?

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

ISBN # 0-87120-313-8 (ppk) Rationale

For our unit plan, we have decided to focus on two novels, The Realm of Possibility and

The Perks of Being a Wallflower. We feel as though both of these novels deal with issues that students can relate to and therefore will allow students to feel closer to the books they are reading. Too often students are asked to read books that they can’t make a personal connection to, or that are written in a time period or way that is of no interest to the student. By doing this unit based on these two novels we hope to motivate students to not only take away academic achievements, but to also to be aware of personal experiences. Hopefully they will know that no matter what they are going through, they can find a book that they can relate to that will help get them through a variety of situations.

The Realm of Possibility and The Perks of Being a Wallflower both deal with adolescent issues that could be considered controversial such as; relationships, struggles with identity, stereotypes, social norms, and the coming of age. We realize many of these topics are touchy and will have to be taught in a very respectful manner. However, we feel as though each one of the instances that occur within these books will be relevant to at least one kid within our classroom.

Since each of our students will personally be experiencing their own coming of age story, it will be important for them to read about kids who are going through the same kinds of things that they are. It will give them a way to relate to their personal lives, while being a part of class and connecting what they read to our learning environment.

Within a lot of schools, these two books are banned because of their content. We are aware of the kinds of challenges and struggles we will face by teaching these novels and we are ready to tackle them head on. We understand that many parents and/or members of the school board ban these books because they want to keep their children safe, however, you can’t shelter kids forever. They need to be exposed to the realities of the world, and books give them a safe way to learn about those kinds of things in an enclosed but educational and eye opening manner.

Students lack the motivation to read books that they cannot relate to, but are forced to read within school. So, if you give them the opportunity to take a break from reading classic literature and instead give them the chance to read books that they might be able to personally identify with, they will be excited to learn and experience reading books that are relevant to them.

We have set up our unit on these two novels to take around four weeks. We feel it is important to give students’ ample time to read these novels and really connect with them. As a class we will be doing many assignments that will explore each student's coming of age story, the relationships, and defining moments, etc. that influenced who they are today. The first three weeks will be spent on the two novels and there will be small assignments like journal entries,

Socratic seminars, and creative pieces that will help us explore each of the novels. The fourth week will be spent working on and presenting a culminating video project that students’ will be allowed to do in groups or individually. These projects will be mildly open ended, and will allow each group or individual to share how the novels that we read affected them.

Overall, we think the value of reading The Realm of Possibility and The Perks of Being a

Wallflower is very high. Classic literature is important to a student’s education, but so is literature that relates directly to the student. With these two novels we are doing just that, and therefore we are opening up a world to students that allows them to explore themselves and to relate to a novel in a way that they may never have before. This unit will be conducive to their lives as well as to our classroom as a whole. We will be able to learn about each other in a respectful way while exploring literature and enjoying ourselves. As teachers, we couldn’t ask for a better way to not only teach our students, but to learn with and about them. September and October 2011 Mon Tue Wed Thurs Fri Sat Sun

19 20 21 22 23 24 25 Realm of “Sandlot” Personal Workshop Me Bags Present Me Possibility Clip and Coming of Coming of Bags Coming of Age Stories Age Stories age Socratic Seminar 26 27 28 29 30 1 2 Character Psychodrama Reflections Class Meetings Maps and Planning and on Life Discussion with Final Presenting and Planning Freshman for Socratic of Interview Interviews Seminar Questions 3 4 5 6 7 8 9 Perks of Present Anonymous Infinite Facebook Introduce Being a Findings Letters Playlists Perks Video Project Wallflower based on Freshman Interviews 10 11 12 13 14 15 16 Plan Video Film Video Edit Video Presentations Presentations Projects Projects Projects Title: Coming of Age

Day: 1 (intro activity)

Standards: 1.2.b and f

How students are addressing standards: Students will be participating in a large group discussion and individually contributing to the discussion to accomplish the goal of the seminar.

Link: Students will have hopefully seen the movie The Sandlot before so they can relate to that, and students will have had class discussions before. However, now they will be having a discussion in a more structured from.

Materials: Youtube clip of The Sandlot http://www.youtube.com/watch?v=RxL3Ly1Hjzo

Instructional Strategy:

1). We will explain to students that the unit we will be working on for the next few weeks is

centered around the theme of “Coming of Age”. In order to introduce the kids to what that theme

encompasses, we will show the trailer for the movie The Sandlot off of youtube. This trailer

shows a young man who moves to a new city and experiences things with his friends and family

that force him to grow up. The short clip gives a few examples of instances that he experiences

that influence his coming of age. (10 minutes)

2). Once we have shown the video, we will ask students to move their desks so that everyone is

sitting in a circle, (2 minutes).

3). Once we are all facing one another we will explain to the students that we will be having a

Socratic seminar. Since this might be a new concept to our students, we will explain to them what

a Socratic seminar is and what purpose it serves. (5 minutes)

4). After we have explained what a seminar is, we will ask the students if they have any questions

and clear them up. (5 minutes)

5). From there, one of us will walk to the front of the room and write the words COMING OF

AGE on the board. We will tell the students that we will want them to explore what this phrase means and what kinds of things could influence a person’s coming of age story through this

Socratic Seminar. (5 minutes).

6). We will then open the floor and allow students to start and continue the conversation. We will

add our input during the seminar if need be to help drive the conversation forward. (40 minutes).

7). When the seminar is coming to a close, we will do a final whip around, which means we will

ask every student to add their closing comment to the seminar. If a student is uncomfortable

doing so, we will allow them to pass. However, we will encourage everyone to try to say

something (Differentiation). (10 minutes)

Closure:

8). We will ask the students to move their desks back into rows and we will then have a

discussion based on the Socratic seminar. We will ask the students to give us feedback telling us

what they thought of the seminar, how they thought it went, what they liked about it, what they

would change, and if they would want to do it again etc. (Informal Assessment) (10 minutes) Title: Personal Coming of Age Stories

Day: 2

Standards: 3.1.b

How Students are addressing the Standards: Student will be using a variety of stylistic devices to support the theme of their personal coming of age story.

Link: After participating in and listening to the Socratic Seminar from yesterday’s class,

students possess prior knowledge about the theme Coming of Age and will be able to

generate their own personal stories based off the knowledge they already know.

Materials: Students will need their books, their notebooks with paper, and pencils

Instructional Sequence:

1.) We will have a brief discussion about the Socratic Seminar that took place in class

yesterday. We will guide the students into asking and answering questions they may

have pertaining to the activity completed yesterday to ensure that the necessary

knowledge was gained before continuing with the next activity. (i.e. coming of age

and identity themes, the characters and their interactions, etc.) (15 minutes)

2.) Next, we will split the students up into groups of four and within their groups they

will be directed to discuss at least three stories or instances within their own lives that

they feel have forced them to mature or grow up in some way. Within this

discussion, students, in their notebooks, will write down each of their personal

instances in which they experienced coming of age themselves. (20 minutes)

3.) Then, we will hand out the Personal Coming of Age Story instruction sheet and go

over the expectations for this assignment as a class. Students will be asked to choose one of the three coming of age instances and expand off of it telling their own story.

We will answer any questions about the assignment. (15 minutes)

4.) Students will then work independently on their coming of age stories. We will be

circling around the room answering any questions students have regarding this

assignment. In allowing them to choose from their own personal experiences,

student choice in honored within our classroom. (30 minutes)

Closure:

5.) At the end of class, we will bring the class back as a whole and mention that a

working draft of their story will need to be typed and read for editing by Thursday of

the same week. Students will also have time to voluntarily share what they are

writing about and why it is considered to be a coming of age story (informal

assessment). (10 minutes) NAME______DATE______

Personal Coming of Age Story

For this assignment, you will be writing your own coming of age story using a particular experience or instance in your life which forced you to gain a new sense of maturity. This experience must be school appropriate so please keep this in mind when choosing your topic.

Your final submitted story must include the following:

 A creative title

 3-4 pages of typed, double-spaced writing

 Grammar correctness

 Well organized  A paragraph explaining why and/or how your topic illustrates coming of age

 A copy of the edited drafts

Your final submitted story will be graded based on the rubric that is attached.

Personal Coming of Age Stories

Teacher Names: Ms. Eafanti and Ms. Eulberg

Student Name: ______

CATEGORY 4 3 2 1 Focus on The entire story is Most of the story is Some of the story is No attempt has been Assigned Topic related to the related to the related to the made to relate the assigned topic and assigned topic. The assigned topic, but a story to the assigned allows the reader to story wanders off at reader does not learn topic. understand much one point, but the much about the topic. more about the topic. reader can still learn something about the topic. Organization The story is very well The story is pretty The story is a little Ideas and scenes organized. One idea well organized. One hard to follow. The seem to be randomly or scene follows idea or scene may transitions are arranged. another in a logical seem out of place. sometimes not clear. sequence with clear Clear transitions are transitions. used.

Spelling and There are no spelling There is one spelling There are 2-3 The final draft has Punctuation or punctuation errors or punctuation error spelling and more than 3 spelling in the final draft. in the final draft. punctuation errors in and punctuation Character and place the final draft. errors. names that the author invented are spelled consistently throughout. Title Title is creative, Title is related to the Title is present, but No title. sparks interest and is story and topic. does not appear to related to the story be related to the and topic. story and topic.

"Create Your Rubric." RubiStar Home. ALTEC, 2000. Web. 07 Nov. 2010.

Title: Workshop Coming of Age Stories

Day: 3

Standards: 3.3.a-d How students are addressing Standards: Students are revising their writing therefore they are fixing grammar that is not grammatically correct, they are distinguishing between active and passive voice, and fixing sentence structures.

Link: Students will have had 30 minutes of class time as well as a day outside of class to work

on their first draft of their Coming of Age story.

Materials: Students will need:

- Their book

- A copy of their working draft

- At least three different colored pens to edit other students work

- Their notebook

1.) We will explain to students how the editing process will work. Each student will be

editing a total of three other students’ stories. In a different colored pen, students will

first write their names at the bottom of each of the last pages so the writer will know

which editor was what color. (10 minutes)

2.) We will then ask students to get out their first draft along with a colored pen of their

choice. We will break students into groups of four and ask that the group place their

desks together so we know who is working together. Before students begin, we will

walk around the room to make sure no two students within the group has like colored

pens then tell the students to begin editing. Students will work on editing until each

member in the group has received feedback from the other three students.

(25 minutes) 3.) As students finish, we will then instruct the students to discuss all the student drafts

individually as a group mentioning two pros and two cons to each story. This will

continue until each student in every group has received verbal feedback from each

group member. (25 minutes)

4.) After students have received constructive feedback about their stories they will return

to their seats and be instructed to get out a piece of paper. Next, we will ask the

students to write down answers to the following questions: how the editing workshop

was helpful, if it was not then why, two areas they need to improve on within their

story before final submission, three areas they feel they excelled at already in their

drafted story, and any suggestions for future editing workshops they have.

(15 minutes)

Closure:

5.) When students have finished writing down their answers, we will then go around the

room and hear one answer to one question from each student to gain a sense of where

each student stands with understanding of both the assignment and their piece of

writing (informal assessment). Also, in allowing students to choose which question

they answer aloud gives us another opportunity to integrate student choice into our

lesson for the day. (15 minutes)

Title: “Me Bags” Day: 4 Standards: 1.2.c How Students are addressing the standards: Students are choosing specific words, phrases, or pictures etc. to convey themselves to a particular audience which is their peers. Link: Students will have to use their creative side that they have accessed before while doing posters or art projects etc. Materials: -Paper Grocery Bag -Scissors -Glue or Tape -Magazines -Colored pencils, markers, or crayons Instructional Sequence: 1). Today we will inform students that they will be doing a creative project. We will talk to them about The Realm of Possibility and how each character within the book has their own identity and we want them to explore their own identities. (10 minutes) 2). We will then explain to students what we want them to do. We will let them know that we want them to decorate a paper grocery bag in a way that represents them. They can use pictures cut out from magazines, they can write on them, they can draw their own pictures, etc. We will show them examples of “Me Bags” that we have made reflecting our own identities. (15 minutes)

3). We will then ask the students if they have any questions, and we will answer any that come up. (5 minutes) 4). Once all questions have been answered we will give the students some to brainstorm what kind of things they want to include on their “Me Bags”. (10 minutes) 5). We will then pass out a paper bag to each student and let them get to work. Materials like scissors, glue, magazines, and colored pencils will be on a table at the front of the room and students will be allowed to use whatever they want in order to create their bags (Differentiation). We will just instruct them to use the materials in a timely fashion so that other students have the opportunity to use them as well. (40 minutes) 6). When class is coming to a close we will ask the students to clean up and put the materials back. We will also have a space cleared for them to leave their “Me Bags” (5 minutes) Closure: 7). At the end of class we will have a mini discussion with the students and we will ask them to share with us how their “Me Bags” are coming along, and if they are learning anything about themselves while creating them (informal assessment). (5 minutes) “Me Bags”

Teacher Name: Ms. Eafanti and Ms. Eulberg

CATEGORY 4 3 2 1 Use of Class Used time well during Used time well Used some of the Did not use class time Time each class period. during each class time well during each to focus on the project Focused on getting period. Usually class bag. There was OR often distracted the bag done. Never focused on getting some focus on others. distracted others. the bag done and getting the project never distracted done but others. occasionally distracted others. Graphics - Several of the One or two of the The graphics are No graphics made by Originality graphics used on the graphics used on the made by the student, the student are bag reflect an bag reflect student but are based on the included. exceptional degree of creativity in their designs or ideas of student creativity in creation and/or others. their creation and/or display. display. Attractiveness The bag is The bag is attractive The bag is The bag is exceptionally in terms of design, acceptably attractive distractingly messy or attractive in terms of layout and neatness. though it may be a bit very poorly designed. design, layout, and messy. It is not attractive. neatness.

. Title: Presenting “Me Bags” Day: 5 Standards: 1.2.e

How students are addressing standards: Students will be presenting their “me bags” and they will have to be respectful when actively listening to other’s presentations.

Link: Students will be presenting the “Me Bags” they created two days earlier

Materials: Students will need their “Me Bags”

1. Today we will ask all of the students to present their “Me Bags”. We will explain to

them that it will give the class a chance to get to know one another better and it will

connect to our reading of The Realm of Possibility because we will get to see each

individual’s identity just like we do within the novel. (10 minutes)

2. We will ask the students to be respectful as they are listening to every ones

presentations. We will also make sure that it is ok with everyone if people ask questions

about their “Me Bags” when they are done presenting. If they are then we will allow

students to ask each other questions based on their “Me Bags”, and if they are not then

we will refrain from asking questions (differentiation). (5 minutes)

3. We will then give each student time to present their “Me Bags”. We will decide who

will go next based on a volunteer basis. (60 minutes)

4. Once everyone has presented we will thank them for presenting. (1 minute) Closure:

5. At the end of class we will have a mini class discussion (informal assessment) that is

centered around what students learned about each other (positive things) and how they

thought learning about one another related to the book. Title: Socratic Seminars

Day: 6

How students are addressing the standards: Students will be participating in a large group discussion

and individually contributing to the discussion to accomplish the goal of the seminar.

Link: Students will have had class discussions before and now they will be doing that in a more

structured and student oriented form.

Materials: Students will need to have their books with them

1). There are a lot of relationships represented within The Realm of Possibility, and many of the

people represented within those relationships intertwine with other characters in the novel.

Therefore, we will create a character map as a class that shows who is connected to who in the

2). We will introduce this idea to students by telling them that we will be creating a character

map on the board that they should copy in to their notes. We will explain to them that we will

first list out all of the characters represented in the novel. We will then draw a large circle and

write the characters names around the inside of the circle. We will then explain that we will want

student volunteers to come up to the board and draw lines from character to character that are

connected in some way within the novel. (5 minutes)

3). We will ask the students if they have any questions thus for so that we are all clear on what

we are about to create. (2 minutes)

4). Once all of the questions are answered, one of us will stand at the board and ask the students

to shout out the names of the characters within the novel as we write them down so that we have a list. We will then draw a circle on the board and write the characters names within it. (3 minutes)

5). From there, we will ask student volunteers to come up and draw lines that connect the characters to one another. Therefore, we are not requiring students to participate, but we are giving them the opportunity if they want to (Differentiation). We will ask everyone to refrain from conversation until we think the map is finished. (10 minutes)

6). Once students think are done with the map we will open the floor up to conversation. We have a discussion based on looking at each line of who is connecting to whom and whether the connections are right or not. We will also discuss the relationship between those two people, and if there are any connections that we forgot, we will add them. (15)

7). Since this will be the second Socratic seminar that the kids will be doing we will give them a brief review of what they are and what purpose they serve. (2 minutes)

8). We will then explain to the students how we want the Socratic Seminar for today to go. We will explain to them that this seminar will be driven by the text, and that the input they give will be quotes from the book The Realm of Possibility that they found inspirational, or that they connected to, or that they found controversial etc. (5 minutes)

9). After our explanation we will ask the students if they have any questions about how the seminar will be run, and answer any that come up so that each student is clear on what to do. (2 minutes)

10). We will then give the students time to look through their book and mark the quotes that they will want to use within our seminar (10 minutes)

11). Once we have given the students time to find quotes we will ask them to put their desks in a circle so that we can all see one another. (3 minutes) 12). We will again give a quick explanation of how we want the Socratic seminar to go by telling

them that we will just be reading quotes from the book out loud. We will explain to them that by

doing so we will be creating a kind of ongoing poetry based on the book. We will also answer

any more questions the students might have. (5 minutes)

13). To start out the ongoing poetry Socratic seminar, we will both read a quote that we enjoyed

from the book and then open the floor for the students to read their quotes. (30 minutes)

14). As the students are reading their quotes, we will keep track of who has spoken and how

many times they have done so. We will add in to the seminar occasionally as well.

15). When the seminar is coming to a close, we will ask the students to do a whip around which

means we will ask every student to share a quote so that everyone will have contributed to the

ongoing poetry. (2 minutes)

16). Once the seminar has come to a close we will ask the students to stay sitting in a circle so

that we can have a discussion. We will ask them to share with us and the class what they thought

of the seminar. We will want them to share what they liked, what they didn’t like, if they thought

it was productive, and if they would like to do it again etc. This will be the closing to class and

an informal assessment. (15 minutes) (Informal Assessment)

Closure:

17). We will ask students to put their desks back into rows and to pack of their stuff for the

remainder of class. Title: Psycho Drama

Day: 7

How students are addressing Standards: Students will be effectively working in small and large groups to accomplish a goal and will be participating in their individual roles and responsibilities.

Link: Students will have, in class, put together a character map showing how all characters connect to one another. In doing so, students will be able to take on the personas of chosen characters and answer questions about themselves as the character in the novel would.

Materials: Realm of Possibility text

Instructional sequence

1.) We will begin class by re-visiting the topics covered yesterday in doing the character

mapping and the Socratic seminar. We will guide the conversation towards how

these two activities magnify the character identity, relationships and interactions.

(5 minutes)

2.) After brief discussion, we will then go over the expectations for the assignment and

answer any questions students have along the way. We will explain that this will be a

group participation grade and that each group will be assigned one of the five

chapters within the book. Each group member will choose what character they act of

role of. (10minutes)

3.) Next, we will give the groups time to pick which student will play which character

and then as a group, come up with two questions for at least one other character from

another chapter of their choice (student choice and Differentiation). We will be walking around the room making sure that the groups are not generating questions

about the same few characters. (10 minutes)

4.) Then we will ask the Ch. 1 group to come up and take on the persona of their chosen

characters. The class will then direct the questions to each individual character and

the students acting that particular role will have to answer based on their knowledge

of the character they are portraying. Each character should answer at least two to

three questions. This process will be repeated until all five groups have gone and

each student character has been represented. (35 minutes)

5.) When all the groups have finished, we will then do a whip around (Differentiation).

Before the group presents to the class how they felt about the activity though, we will

give them time to discuss their feelings within their groups. (5 minutes)

Closure:

6.) We will then pull the groups back together as a class and ask each group to say their

thoughts towards the activity (what they liked, what they didn’t like, what they would

change, what they still don’t understand, etc.).(informal assessment) (15 minutes)

21st Century Skills:

Students will demonstrate 21st century skills by using interactive communication and collaboration within the group work completed in class today. Students also contributed ideas to group conversation as well as class discussion. These are important skills because they demonstrate students’ proficiency levels for their current grade level as well as their future success. Title: Reflections on Life

Day: 8

Standards: 3.1.c

How students will be addressing Standards: Students are enhancing the expression of their voice and mood within their writing.

Link: Students activate prior knowledge regarding their freshmen year. The main character

Charlie in the book Perks of Being a Wallflower is beginning his freshmen year and this will link to his character.

Materials:

Pencil

1.) We will begin class with a discussion reflecting on their freshmen year. Students will

answer and/or expand on the following questions of which will be written on the

board: (20 minutes)

What, if any advice were you given going into freshmen year?

Was the advice useful, why or why not?

Is advice necessary as a freshman? Why or why not?

Do you think having an older sibling in the same high school helps with your

experience of being a freshman? Why or why not?

2.) Stemming from the class discussion, students will then create a mini essay that is to

be completed in class. We will explain that the essay will be deemed participation

points because it is an in class writing assignment. We will asking students to keep in mind that their focus needs to be on expanding the questions we went over in class

into a well developed essay about their experience as freshmen (why it was good,

why it was bad, what helped get them through, why they may or may not have been

nervous, etc.) ( Differentiation) (50 minutes)

Closure:

3.) With the remaining time, we will ask students to finish up their writing and turn in

what they have. We will then ask them to relate what they have written to the

Charlie’s emotions towards being a freshman, students will identify with Charlie on a

more personal level because there is already something they connect with right off the

bat. Concluding in this manor will enable us to see how students are comprehending

and identifying with the text. (Informal Assessment) (20minutes) Title: Interview Planning

Day: 9

Standards: 1.2.a

How students are addressing the Standards: Students work in pairs to generate questions and actively listen to one another to do so.

Link: Based off the discussion and in class write completed yesterday, students will continue to examine Charlie’s character and use his experiences as a basis for their interview questions.

Materials:

The Perks of Being a Wallflower

Pen or pencil

Instructions Sequence:

1.) We will begin class by briefly reviewing the end result of yesterday’s class. We will

use the text and as a class, come up with and examine specific instances in which

Charlie’s identity, coming of age, and emotions are shown through the text. We will

also discuss how this relates to the topic from yesterday. (20 minutes)

2.) After examining the text further, we will then introduce their interview assignment of

which they will conduct with the freshmen tomorrow. As we explain the process that

will be taking place, students will take notes on their expectations for the assignment.

We will first explain that their final grade for this assignment will be based on their

participation throughout the planning process, interviewing process, and presenting

process. Next we will explain the potential questions they should consider when

speaking with the freshmen based off what they wrote and discussed in class yesterday. We will make it clear that through interviewing the freshmen, they will be

able to compare the freshmen emotions and thoughts to those of Charlie on a different

level than that of their sophomore comparisons to Charlie because they are the same

age. We will remind students that there will be two freshmen together for the two

sophomores conducting the interview. (20 minutes)

3.) After answering any questions students have about the assignment, we will then pair

students off and ask that in their pairs they generate question by combining their

individual answers to the questions they expressed in their writing yesterday.

Students are welcome to use the text to generate questions as well. By the end of

class, students should have a list of school appropriate questions for their interview

tomorrow, enough to fill the 20 minutes we will take to conduct the interviews.

(Differentiation) (30 minutes)

Closure:

4.) At the end of class, we will come back together as a group and discuss some of the

questions the pairs came up with. With each question that is shared, we will ask the

pair to tell where the question came from, whether from their essay or the book, and

explain what relevance it has (informal assessment). We will remind students to

keep in mind how the freshmen’s’ answers relate to the text and also how they

contrast with the answers or opinions they wrote about previously. We will answer

any last questions students have and then dismiss them from class. (20 minutes) Title: Interviewing the freshmen

Day: 10

Standards: 1.2.d

How students are addressing the Standards: Students are facilitating discussion with the freshmen to accomplish their goal.

Link: Students generated more discussion yesterday pertaining to this assignment and developed

questions based off their prior assignments for the week to prepare them for the

interviews taking place.

Instructional Strategies:

1.) I will instruct students to get into their pairs and quickly go over their questions once

more before leaving to go to the interviews. Students can take this time to also ask us

any last minute questions that come up during their discussion with their partner.

(10 minutes)

2.) As a class, we will head over to the freshmen English classroom where we the

freshmen will have already been placed into pairs and are scattered around the room.

The sophomores will line up at the door and we will assign them to their freshmen

peers. Students will then introduce themselves and begin their interviews.

(35 minutes)

3.) After the interviews have drawn to a close we will thank the freshmen for assisting us

with our project and head back to our classroom to debrief. (5 minutes)

4.) When we return to the classroom, students will sit with their partners and individually

reflect on their interview experience in their notebook. (5 minutes) 5.) Next, students will have a chance to share their thoughts with their partners and

discuss how they think their interview went. (5 minutes)

Closure:

6.) We will then pull back together as a class and each group will go around and say one

positive about their interview, one negative, one thing they would change about the

activity if they have one and something that the freshmen said that related to Charlie’s

experience (Differentiation and informal assessment at work).

(30 minutes) Title: Presentations on Freshmen Interviews

Day: 11

Standards: 1.2.e and f

How students are addressing Standards: Students will be actively listening to and supporting each groups presentation and within their own presentation they will be fulfilling their personal responsibilities.

Link: After conducting interviews with the freshmen, students will be presenting their findings

to the class.

Materials: The Perks of Being a Wall Flower book

Their written information/notes from the interview

Notebooks (for student note taking during presentations)

Pencil

1.) We will begin class with a short review of how presentations will go today. We will

make it clear that when students are not presenting they will need to take notes on

how the other interviews and things that stood out to them so we know students are

paying attention and listening to the presentations. (10 minutes)

2.) After answering questions students have regarding presentations, etc. we will begin,

allowing each student two minutes to present their findings so everyone can present

today. (60 minutes)

Closure:

3.) When each student has presented their findings, we will end with a class discussion

where students can talk about what surprised then, what other students did that they found interesting, how the freshmen experiences were different from their own, etc.

(Informal assessment) (20 minutes) Title: Anonymous Letters

Day: 12

Standards: 3.1.c

How Students are addressing Standards: Students are enhancing their expression of voice and tone through writing letters based off of the style the text is written in.

Link: Students will have read enough of Perks of Being a Wallflower to see how the main

character’s story is told through writing letters.

Materials: Perks of Being a Wallflower

Pencil

Notebook paper

1.) We will begin class with a discussion on how the author chooses to tell Charlie’s

story. We will look at how Charlie tells his story and why we never know who he is

writing to, how this affects the reader, how the reader responds to this style of

writing, etc. (15 minutes)

2.) After finishing up class discussion on the style of the story, we will then hand out the

Anonyms Letters assignment sheet and rubric. We will go over both sheets as a class

and answer any questions students have regarding their task. We will remind student

that they will need to respond to at least two of Charlie’s letters in and amount of time

they are given to complete the task. Also that what they include in their responses is

up to them (Differentiation and Student Choice). (20 minutes) 3.) Then we will allow students class time to individually complete the assignment. As

students are writing, we will be going around the room answering questions and

checking student work to make sure they are participating in the assignment.

(40 minutes)

Closure:

4.) After students have completed their writing assignments, we will pull the class back

together as a whole and we will ask for volunteers to share what letters they chose to

respond to, why they chose the ones they did, and then share their response. After

sharing, the class will then be a loud to ask the student volunteer questions (school

appropriate) pertaining to their anonymous letters (Informal Assessment). As the

end of class draws near, we will wrap up the conversation and answer any final

questions students have. (15 minutes) NAME: ______DATE______Anonymous Letters

As we have seen in reading Perks of Being a Wallflower, Charlie’s character writes letters to tell his story of identity and coming of age. As the reader, you hear and see all that Charlie does and experiences first hand, but never get to respond to questions he asks you. For this assignment, you will be responding to TWO of Charlie’s letters. What you say and how you respond is up to you. Please follow the checklist below for your TWO completed letters and see the rubric that is attached to see how your assignment will be graded.

 TWO, Letter format responses  Each letter must be at least a page and a half of writing  At the end of each letter, summarize why you chose the letter you did and relate it to your own identity  Proper spelling and grammar usage  Proper letter formant (Dear Charlie… From…, etc) Letter-Writing : Anonymous Letters

Teacher Names: Jeana Eafanti and Nicole Eulberg

CATEGORY 4 3 2 1 Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more spelling errors in grammar or errors in grammar errors in grammar than 4 errors in spelling. and/or spelling. and/or spelling grammar and/or (conventions) spelling.

Ideas Ideas were Ideas were Ideas were The letter seemed to expressed in a clear expressed in a pretty somewhat organized, be a collection of and organized clear manner, but the but were not very unrelated sentences. fashion. It was easy organization could clear. It took more It was very difficult to to figure out what the have been better. than one reading to figure out what the letter was about. figure out what the letter was about. letter was about. Neatness Letter is typed, Letter is neatly hand- Letter is typed and is Letter is typed and clean, not wrinkled, written, clean, not crumpled or slightly looks like it had been and is easy to read wrinkled, and is easy stained. It may have shoved in a pocket or with no distracting to read with no 1-2 distracting error locker. It may have error corrections. It distracting error corrections. It was several distracting was done with pride. corrections. It was done with some care. error corrections. It done with care. looks like it was done in a hurry or stored improperly. Sentences & Sentences and All sentences are Most sentences are Many sentence Paragraphs paragraphs are complete and well- complete and well- fragments or run-on complete, well- constructed (no constructed. sentences OR constructed and of fragments, no run- Paragraphing needs paragraphing needs varied structure. ons). Paragraphing is some work. lots of work. generally done well. Title: Infinite Playlists

Day: 13

Standards: 3.3.d

How students are addressing standards: Students will be doing a timed write in class based on their ability to use voice within their writing.

Link: Students will have read The Perks of Being a Wallflower

Materials:

-paper

-pencils

-computer

-Asleep by The Smiths http://www.youtube.com/watch?v=LK8H7Qn3ifA

1). Within the novel The Perks of Being a Wallflower, Charlie discusses a song called

Asleep by The Smiths. He discusses the importance of that song and how it has affected

his life. So, today we will have our students write about a song that has had an impact on

their life.

2). We will start classing by having a discussion about the song that is important to

Charlie. We will first play the song for the students once or twice so that they get a feel

for it, and we will also put the lyrics up on an overhead so that the kids can see them. We

will then ask them why Charlie connected to this song, how it affected him, how it helped

him etc. that will lead to a class discussion. (20 minutes) 3). Once the discussion has come to a close, we will ask the kids to do a timed write. We

will inform them that we will want them to write about a certain song that has been

important to them.

The Writing prompt will be: “Tell us what the song is, why it’s important to you,

how it has helped you, and anything else that is relevant about that song and their

Once we have introduced the writing assignment, we will ask the kids if they have any

questions, and we will answer any that come up. Once all the questions are answered, we

will allow the students to begin writing. (5 minutes)

4). We will give the students an ample amount of time to write. (40 minutes)

5). Once the time is up and the students have turned in their papers, we will ask if any of

the students will want to share their songs. They will tell us what the song is, and we will

play it through our computer as long as it is appropriate. Once we have played their song,

we will ask the student to explain to the class why that song is important to them. We will

do this on a volunteer basis (differentiation). (25 minutes)

Closure:

5). We will wrap up class by having a mini class discussion. We will ask the students to

tell us if they enjoyed writing about and playing their songs and if they would do this

assignment again (Informal Assessment). (5 minutes) Infinite Playlists

Teacher Names: Jeana Eafanti and Nicole Eulberg

CATEGORY 4 3 2 1 Adding The writer seems to The writer seems to The writer relates The writer has not Personality be writing from be drawing on some of his own tried to transform the knowledge or knowledge or knowledge or information in a (Voice) experience. The experience, but there experience, but it personal way. The author has taken the is some lack of adds nothing to the ideas and the way ideas and made ownership of the discussion of the they are expressed them "his own." topic. topic. seem to belong to someone else. Support for Relevant, telling, Supporting details Supporting details Supporting details Topic (Content) quality details give and information are and information are and information are the reader important relevant, but one key relevant, but several typically unclear or information that goes issue or portion of the key issues or portions not related to the beyond the obvious storyline is of the storyline are topic. or predictable. unsupported. unsupported.

Sentence All sentences are Most sentences are Most sentences are Sentences lack Structure well-constructed with well-constructed with well-constructed but structure and appear varied structure. varied structure. have a similar incomplete or (Sentence structure. rambling. Fluency) Title: Facebook Perks

Day: 14

Standards: 3.3.d

How students are addressing standards: Students will be creating a Facebook about a character that is grammatically correct and in the active voice.

Link: Students will know what Facebook is, because they will either have their own or will have heard about it through the news, friends, etc.

Materials:

-computers

-The novel The Perks of being a Wallflower

1). The students will meet in the computer lab for class today.

2). To begin class we will explain to the students what their task for the day will be. We

will let them know that they will be splitting into groups of 2 or 3 and will be creating a

Facebook page for one of the characters in The Perks of Being a Wallflower. We will tell

them that we want them to create an info page for their character that includes;

-their name

-their siblings

-their relationship status

-political and religious views

-their likes and interests

Ex. Music, books, movies, or activities

-an informational section that discusses the character -favorite quotes said by that character

Once we have explained to them what we want them to do, we will ask them if they have

any questions and answer any that come up. (15 minutes).

3). We will write the different characters up on the board and we will allow students to

choose their groups and character. We will make sure that no more than 2 groups are

doing the same character. (5 minutes)

4). Once students are in their groups, we will give them time to create their Facebook

pages for their character (40 minutes)

5). When the students have finished creating their pages, we will ask each group to

present their character and what kinds of things they put on their Facebook page. We will

have groups present on a volunteer basis (differentiation). (25 minutes)

Closure:

6). After each group has presented, we will close class with a mini class discussion. We

will ask the students what they thought of this activity and what they liked or didn’t like

about it (informal assessment). (5 minutes) Title: Introduce Video Project

Day: 15

Standards: 4.1.a and d

How students are addressing standards: Students will be narrowing and defining a topic for their presentation, and will be collecting and organizing information that is sufficient.

Link: Students have had to critically analyze two texts and in doing so they will have been

preparing for the culminating assessment.

Materials: handout

Notebook (for any additional notes)

Pencil

The Perks of Being a Wallflower and Realm of Possibility

1.) We will pass out the handout and rubric that will be outlining this project. We will go

over the expectations as a class and thoroughly explain the process in which they will

be completing this assignment. After going over the instructions and the rubric, we

will then show the class an example of how their final product should look.

(20 minutes)

2.) Next we will allow students to ask any questions they have after seeing the video and

going over the expectations for this project. We will also remind students that they

do not have to physically be in their video if they choose not to, pictures, quotes,

songs, etc. will be sufficient in creating the video as long as the themes are evident

and shown in a creative way. (20 minutes) 3.) Next we will give students a few minutes to choose their group members for the

project. They should be in groups of four or five students (Differentiation). (10

minutes)

4.) After choosing their groups, we will take the class to the lab to begin researching

quotes, pictures, songs, etc. that they could potentially be using in their video. To

ensure students are actually researching, we will make it clear that each group

member will have had to found something that could potentially contribute to the

final video and show us this before they are allowed to leave class (a ticket to leave)

(student choice). (35 minutes)

Closure:

5.) After giving the groups’ time to research ideas, we will bring students back to class

and quickly walk around to each group checking their work (informal assessment).

(5 minutes) Title: Planning Video Projects

Day: 16

Standards: 1.2.a and d

How students are addressing standards: Students will be working in groups in order to create a final project. They will have to collaborate and take on specific roles for planning purposes.

Link: Students will have had to do culminating assessments before, so they will be aware of what the entail and what purpose they serve.

Materials:

-group members

-both novels; The Realm of Possibility and The Perks of Being a Wallflower

-paper

-pencils

1). Students were informed on the previous Friday that they would be doing a final

project for this unit that would be a video project. They were told that this will be the

culminating assessment for the unit, as opposed to an essay or a test.

2). Today we will remind students about the video project and what it is and we have

students ask us any questions that they thought of over the weekend for us to answer. (10

minutes)

3). Once we have answered all of the questions, we will have the students break up into

the groups that they chose on Friday (differentiation) and we will give them time to plan

out their videos. We will explain to them that they will want to plan what they want their

video to convey, how they will connect their video to the novels we read, what kind of pictures or dialogue they will want to use, what kind of music they will want to put in

their video, and anything else that they feel will enhance their video to make it a strong

final project. (10 minutes).

4). We will then give the students a substantial amount of time to collaborate with their

group and plan out their videos. As they are planning, we will walk around the room to

answer any questions that the students might come up with, and help students when they

need it with ideas or struggles etc. (60 minutes)

Closure:

5). Once students have had time to plan, we will talk about how their planning went. We

will ask students to give us a thumbs or down that will indicate to us how they feel about

the work that they got done today (informal assessment). We will then give them a

heads up on the fact that they will need to film their projects the following day, so if they

have anything that they need to bring from home to complete their video they will need to

bring it the next day. (10 minutes) Title: Filming of Video Projects

Day: 17

Standards: 1.2.c

How students are addressing standards: Students will have to choose specific words or phrases for an intended effect on their audience within their video and presentation.

Link: Students will continue to work on their culminating assessment.

Materials:

-both novels; The Realm of Possibility and The Perks of Being a Wallflower

-video cameras

-anything that they brought from home to help create their videos with

1). At the beginning of class we will do a quick check in with the students to let them

know that they will need to film their videos today. We will let them know that they will

be allowed to leave the room in order to go somewhere quiet to film (differentiation).

However, we will ask them to come back 10 minutes before the bell rings so that we can

check in with everyone to see how things are going. Before they leave we will ask the

students if they have any questions that they need cleared up before they begin filming.

Once the questions are answered, we will send them on their way. (15 minutes)

2). We will give the students a substantial amount of time to work and be checking in

with groups. (65 minutes)

Closure:

3). When the students return 10 minutes before the end of class we will again check in

with them and ask them if they have any more questions. We will also have them give us a thumbs up or down that will show us how they think their video is coming along

(informal assessment). Finally, we will let them know that tomorrow during class they will be editing their videos. Title: Editing Video Projects

Day: 18

Standards: 1.2.b and c

How students are addressing standards: Students will be contributing effectively in small groups in order to create their video project.

Link: Students will continue to work on their culminating assessment

Materials:

-video cameras

-computers

1). The students will need ample time to edit their videos, which they learned how to do

in previous classes, so we will do a very brief check in with them at the beginning of

class to go over any questions that they have and to let them know that we will be

working in the computer lab today. We will then walk as a class to the computer lab. (10

minutes)

2). Once in the computer lab, we will let the students, in their groups, get to work on

editing their video projects. We will walk around the room to help students when needed

and to answer any questions (differentiation). When their videos are finished they will

need to post them on our class YouTube site that we have already created. (70 minutes)

Closure:

3). In the last ten minutes of class we will again check in with the students to make sure

that each group got their video posted on youtube. They will then give us a thumbs up or

down that will let us know if they feel prepared for presentations the following day (informal assessment). We will let them know that presentations will be given on a volunteer basis however, everyone will have to present. (10 minutes) Title: Presentations of Video Projects

Day: 19

How students are addressing standards: Students will be actively listening to and supporting each group’s presentation and within their own presentation they will be fulfilling their personal responsibilities.

Link: Students will be presenting their culminating assessments

Materials:

-computer provided by teachers

1). Today the students will be presenting their final video projects. We will inform them

that not everyone will get the opportunity to go, so some people will have to present

tomorrow. We will also let them know that when it is their turn to present, every member

of the group will need to go to the front of the room and they will need to explain what

their video project is about. Then, we will tell them that they will need to show us their

video, and once it is over the class will ask them questions about it. We will then ask the

students if they have any questions about the process in which presentations will go and

we will answer them accordingly. (10 minutes)

2). We will then open up the floor and allow groups of students to present as they

volunteer (differentiation) and we will continue that process until 10 minutes before

class is over. (70 minutes)

Closure: 3). Once the presentations are over for the day, we will have a mini class discussion on how students think presentations are going so far (informal assessment). We then make sure of what groups will need to present the following day (10 minutes). Title: Presentations of Video Projects day 2

Day: 20

How students are addressing standards: Students will be actively listening to and supporting each group’s presentation and within their own presentation they will be fulfilling their personal responsibilities.

Link: We will be following the same lesson plan as the previous day with a few modifications

Materials:

-computer provided by teachers

1). We will inform the students that we will be following the same format for

presentations that we did the previous day. We will again explain to them that when it is

their turn to present, every member of the group will need to go to the front of the room

and they will need to explain what their video project is about. Then, we will again tell

them that they will need to show us their video, and once it is over the class will ask them

questions about it. We will then ask the students if they have any questions about the

process in which presentations will go and we will answer them accordingly. (10

minutes)

2). We will then open up the floor and allow groups of students to present as they

volunteer (differentiation) and we will continue that process until 10 minutes before

class is over, or until all groups are done with their presentations. (70 minutes)

Closure: 3). With the time remaining or within the last 10 minutes we will ask students how they liked the video projects. We will ask them to tell us if they enjoyed doing the videos, what they thought went well with the projects, what they would change, and if they would want to do them again etc (informal assessment). (10 minutes) Name: ______Date: ______

Other Group Members: ______

Identity and Film

In groups of four, you will all collaborate to create a film to express intertwining aspects within in the text read for this unit. The purpose of this video project is to reflect your clear understanding of the themes discussed within each text while contributing your own creative development of what these themes mean to you in our world today.

Your film should include the following:

 A Title

 Ending credits

 Some sort of sound track

 Images and/or dialogue that prove your understanding (direct quotes, drawings, etc.)

 Each group member must be included

 Video must be a minimum of 6 minutes long, maximum of 10 minutes

 A written component explaining the role of each group member

 Group reflection giving an overall grade on your final product, describing any bumps in the road your group faced, and the overall opinion of the group for this project. (i.e. If you liked it, why? If not, why? Etc.)

 An individual reflection completed by each group member giving yourself a grade based on the time you contributed, giving each individual in your group a grade based on their contribution, and an explanation of how you feel the group worked together. (i.e. What worked and why? What did not and why? Etc.)

You will be receiving an individual grade as well as a group grade for this assignment. The groups’ grade will be based on the grading rubric that is attached. Your individual grade will be based on your self-reflection and the grades given to you from your group members.

Identity and Film

Teacher Names: Ms. Eafanti and Ms. Eulberg

CATEGORY 4 3 2 1 Point of View - Establishes a Establishes a There are a few It is difficult to figure Purpose purpose early on purpose early on lapses in focus, but out the purpose of the and maintains a and maintains focus the purpose is fairly presentation. clear focus for most of the clear. throughout. presentation.

Voice - Uses a Uses a Uses a Presentation style is Conversational conversational style conversational style conversational style primarily monologue. throughout. the majority (85- most (70-84%) of the Style 95%)of the time time.

Duration of Length of Length of Length of Presentation was less Presentation presentation was 8 presentation was 6 presentation was 4 to than 4 minutes long to 10 minutes. to 8 minutes. 6 minutes. Grammar Grammar and usage Grammar and usage Grammar and usage Repeated errors in were correct (for the were typically correct were typically correct grammar and usage dialect chosen) and (for the dialect but errors detracted distracted greatly from contributed to clarity, chosen) and errors from story. the story. style and character did not detract from development. the story.

Images Images create a Images create an An attempt was made Little or no attempt to distinct atmosphere atmosphere or tone to use images to use images to create or tone that matches that matches some create an an appropriate different parts of the parts of the story. atmosphere/tone but atmosphere/tone. story. The images The images may it needed more work. may communicate communicate Image choice is symbolism and/or symbolism and/or logical. metaphors. metaphors.