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REFLECTIVE JOURNALS

Goals:

1. Track personal reflections throughout novel.

2. Respond to questions and engage in literary discussions concerning events and dialogue that occur throughout the novel.

3. Develop own questions and connections concerning characters and their actions/growth.

Assignment:

You will keep journals that track your reactions to the novel and the situations that occur. You will be provided prompts as well as be given opportunities for free-writes. Journals should focus on the interactions between the characters, their experiences, and Charlie's inner dialogue. These are your journals and may take the form you wish: you may choose to write in letter-form in response to Charlie or from an outsider's point of view. While the journals should be coherent, grammar and mechanics will not be graded. This assignment is to get you thinking about ideas for discussion and the theme of Coming of Age as we progress through the novel. Journals will be done in class and at home and will checked weekly by observation and submitted at the end of the unit. It should be 300 words minimum(300 words for each entry that is about 3 paragraphs (typed or typical handwriting) that will checked at the end of each week and includes journals written in class and for home learning. Not turning in a journal will result in a zero grade. See schedule attached on the back.

Please note, given the sensitive nature of the topics presented in the book, I am required by law to report any hint of abuse or intention to harm oneself or another.

Journals meet length requirement of 300 words minimum per journal.

All journals are complete and turned in on time.

Journals show signs of clear thought and effort given.

● SCENE REWRITE

Goals:

1. Be able to interpret a scene from various points of view.

2. Understand the depth and nuances of each character to create a realistic narrative.

3. Draw connections between characters and understand the relationships between each other.

Assignment:

The book is presented from the view point of Charlie, although many other characters surround him. Choose a pivotal scene that stands out to you, and rewrite it from the perspective of another character present. Although the actions should remain the same, you may bring up new details and descriptions that Charlie may have excluded. These additions can include the character's opinion of Charlie and how he or she reacts in social situations. Your narration should demonstrate an understanding of the character you are choosing as his or her own person as well as his or her relationship with Charlie. The assignment should be a minimum of one page typed, although you may exceed this length. This paper should be a fun way to explore the events of the books and how people perceive each other and grow from events. Although your writing should be clear and coherent, grammar and mechanics will not be a factor in your grade. Focus instead on the ideas and narration aspect of writing.
Questions for Story Ideas Setting
Where does the story take place? How is the place important to the story? What needs to be explained? What is going on?
Characters
Who are the characters? Which are important to the action of the story? What do we need to know about them?
Initiating Action
What initiates or begins the action? What causes a character to do something?
Attempts
What attempts does the main character make? To do what? Why?
Results
What are the results of the character's attempts? Does the result initiate a new action?
Responses
How does the character respond to or feel about the initiating action, the attempts, and the results?
Dialogue
What do the characters say to one another?

Copied for classroom use. © 2007 by George Hillocks, Jr. from Narrative Writing(Heinemann: Portsmouth, NH).
Self-Review Guide
I know what you're saying to yourself... "Here's my personal narrative...I've written it; I've assessed it; I've made corrections. Now how can I be sure it's an absolutely fantastic piece of writing?"
Follow the steps below to be sure... 1. Check the introduction... -Does it grab the reader's attention?
Choose a color and put stars next to interesting or surprising statements.

Choose a different color and circle details that show where and when the experience happened.
2. Check the chronological order of the events... -Do the events happen in the correct order within your narrative?
Choose a different color and place numbers by each event in the narrative.If you have a narrative in which order of events is important, make sure that your events are in numerical order.
3. Get detail oriented... -Do the details make people, places, and events seem real?
Choose a highlighter and highlight any sensory details and dialogue.

In the margin next to any highlighted text, indicate which senses the sensory details appeal to.
4. Check for your thoughts and feelings... -Are your thoughts and feelings included? Remember, this is one thing that IS "all about you."
Choose a different color and put a check mark next to statements of your feelings and thoughts.
5. Check the conclusion... -Does the conclusion leave the reader with a clear picture of why this experience was important or meaningful to you?
Choose a different color and underline your statement of why the experience was meaningful to you.

Copied for classroom use. Retrieved from: https://sites.google.com/site/mrsleeseladocuments/Home/personal-narrative-peer-and-self-editing
Peer-Review Guide
Name of Essay Author: ____________________________

Name of Peer Editor: ______________________________

Help your partner improve his or her essay by answering the following questions. If you cannot answer the question using only the words they have written, write, "I don't know" in the blank. Remember to keep your comments positive and word criticism carefully.

(In other words don't say, "I don'tlike this piece of writing." Instead, talk about things you like and then give constructive criticism... "I would like to know more about...")

1. What is your favorite thing about your partner's narrative? (1-2 Sentences)

2. What is the main idea of the personal narrative? (1-2 Sentences)

3. Are the events told in what seems to be the proper order? (Yes or No...If you say they are not in the proper order, please say which events you think might need to be switched)

4. Does the writer give you enough information to understand the people he or she is referring to? Is there anyone you would like to know more about? If so, who?

5. Does the writer include sensory details that help you to feel the experience along with him or her? What are those details? (1-2 Sentences)

6. What dialogue does the author use? (1-2 Sentences)

7. Why was this experience important to the writer? What do they say that lets you know this is the case? (1-2 Sentences)

Copied for classroom use. Retrieved from: https://sites.google.com/site/mrsleeseladocuments/Home/personal-narrative-peer-and-self-editin

● PERSONAL NARRATIVE

Goals:

1. Connect themes of Coming of Age/Personal Growth to students' own lives.

2. Identify factors that lead to or inhibit growth. 3. Create a personal narrative that effectively describes such growth.

Assignment:

Charlie and his friends go through many experiences that change them somehow. Reflect back on pivotal moments in your life and choose one in which you grew from an experience. You may want to answer these points, although you are not limited to them: How were you before the event? Who was involved? What happened? How did you react? How did you grow? Was your growth difficult or easy? Would it have been possible to not grow from the experience? You may explore topics of conflict, achievement, gains or losses, etc. as long as a distinct change occurs from the event. Changes may be physical, emotional, moral, psychological, etc. Although your narration should be clear and coherent, grammar and mechanics will not be graded. Your paper should be a minimum of one page, though you are not limited to this length. This assignment does require personal reflection as you examine your own life and coming of age journey.

Please note that I am required by law to report any hint of abuse or intention to harm oneself or another.
"Dust Bowl Dance" by Mumford and Sons
The young man stands on the edge of his porch

The days were short and the father was gone

There was no one in the town and no one in the field

This dusty barren land had given all it could yield

I've been kicked off my land at the age of sixteen

And I have no idea where else my heart could have been

I placed all my trust at the foot of this hill

And now I am sure my heart can never be still

So collect your courage and collect your horse

And pray you never feel this same kind of remorse

Seal my heart and break my pride I've nowhere to stand and now nowhere to hide

Align my heart, my body, my mind

To face what I've done and do my time

Well you are my accuser, now look in my face

Your oppression reeks of your greed and disgrace

So one man has and another has not

How can you love what it is you have got

When you took it all from the weak hands of the poor?

Liars and thieves you know not what is in store

There will come a time

I will look in your eye

You will pray to the God that you've always denied

Then I'll go out back and I'll get my gun I'll say,

"You haven't met me,

I am the only son" [x2]

Seal my heart and break my pride

I've nowhere to stand and now nowhere to hide

Align my heart, my body, my mind

To face what I've done and do my time

Well, yes sir, yes sir, yes, it was me

I know what I've done, 'cause I know what I've seen

I went out back and I got my gun I said,

"You haven't met me, I am the only son"

Writer(s): Edward James Milton Dwane, Marcus Oliver Johnstone Mumford, Benjamin Walter David Lovett, Winston Aubrey Aladar Marshall

Copyright: Universal Music Publishing Ltd.
"The Boxer" by Simon and Garfunkel
I am just a poor boy.

Though my story's seldom told, I have squandered my resistance

For a pocketful of mumbles,

Such are promises

All lies and jest Still, a man hears what he wants to hear

And disregards the rest.

When I left my home And my family, I was no more than a boy

In the company of strangers

In the quiet of the railway station,

Running scared, Laying low,

Seeking out the poorer quarters Where the ragged people go,

Looking for the places Only they would know. Lie-la-lie...

Asking only workman's wages

I come looking for a job,

But I get no offers, Just a come-on from the whores

On Seventh Avenue I do declare,

There were times when I was so lonesome I took some comfort there. Lie-la-lie...

Then I'm laying out my winter clothes

And wishing I was gone, Going home

Where the New York City winters

Aren't bleeding me, Leading me, Going home.

In the clearing stands a boxer, And a fighter by his trade And he carries the reminders

Of ev'ry glove that laid him down

And cut him till he cried out

In his anger and his shame,

"I am leaving, I am leaving."

But the fighter still remains Lie-la-lie...

Writer(s): Paul Simon, Thomas Owen Mostyn Rowlands, Edmund John Simons, Timothy Allan Burgess

Copyright: MCA Music Ltd., Paul Simon Music

Sing me to sleep
Sing me to sleep
I'm tired and I
I want to go to bed

Sing me to sleep
Sing me to sleep
And then leave me alone
Don't try to wake me in the morning
'Cause I will be gone
Don't feel bad for me
I want you to know
Deep in the cell of my heart
I will feel so glad to go

Sing me to sleep
Sing me to sleep
I don't want to wake up
On my own anymore

Sing to me
Sing to me
I don't want to wake up
On my own anymore

Don't feel bad for me
I want you to know
Deep in the cell of my heart
I really want to go

There is another world
There is a better world
Well, there must be
Well, there must be
Well, there must be
Well, there must be
Well...

Bye bye
Bye bye
Bye...

POEM:

A person, A paper, A promise by Dr Earl Reum

Once on a yellow piece of paper with green lines he wrote a poem

And he called it "Chops" because that was the name of his dog

And that's what it was all about And his teacher gave him an A and a gold star

And his mother hung it on the kitchen door and read it to his aunts

That was the year Father Tracy took all the kids to the zoo

And he let them sing on the bus

And his little sister was born with tiny toenails and no hair

And his mother and father kissed a lot

And the girl around the corner sent him a

Valentine signed with a row of X's

and he had to ask his father what the X's meant

And his father always tucked him in bed at night

And was always there to do it

Once on a piece of white paper with blue lines

he wrote a poem

And he called it "Autumn"

because that was the name of the season

And that's what it was all about

And his teacher gave him an A

and asked him to write more clearly

And his mother never hung it on the kitchen door

because of its new paint

And the kids told him

that Father Tracy smoked cigars

And left butts on the pews

And sometimes they would burn holes

That was the year his sister got glasses

with thick lenses and black frames

And the girl around the corner laughed

when he asked her to go see Santa Claus

And the kids told him why

his mother and father kissed a lot

And his father never tucked him in bed at night

And his father got mad

when he cried for him to do it.

Once on a paper torn from his notebook

he wrote a poem

And he called it "Innocence: A Question"

because that was the question about his girl

And that's what it was all about

And his professor gave him an A

and a strange steady look

And his mother never hung it on the kitchen door

because he never showed her

That was the year that Father Tracy died

And he forgot how the end

of the Apostle's Creed went

And he caught his sister making out on the back porch

And his mother and father never kissed

or even talked And the girl around the corner

wore too much makeup

That made him cough when he kissed her

but he kissed her anyway

because that was the thing to do

And at three a.m. he tucked himself into bed

his father snoring soundly

That's why on the back of a brown paper bag

he tried another poem

And he called it "Absolutely Nothing"

Because that's what it was really all about

And he gave himself an A

and a slash on each damned wrist

And he hung it on the bathroom door

because this time he didn't think

he could reach the kitchen.
Questions for Analyzing Poetry
Can you paraphrase the poem?

Who is the speaker (persona) in the poem? How would you describe this persona?

What is the speaker's tone? Which words reveal this tone? Is the poem ironic?

What heavily connotative words are used? What words have unusual or special meanings? Are any words or phrases repeated? If so, why? Which words do you need to look up?

What images does the poet use? How do the images relate to one another? Do these images form a unified pattern (a motif) throughout the poem?

Are there any symbols? What do they mean? Are they universal symbols or do they arise from the context of this poem?

What is the theme (the central idea) of this poem? Can you state it in a single sentence?

How important is the role of sound effects, such as rhyme and rhythm? How do they affect tone and meaning?

Why do you think Charlie chose this poem?

How does it relate to the themes in the novel?

The Elements of Writing About Literature and Film by Elizabeth Mc Mahan, Robert Funk and Susan Day.

Longman Publishing, 1998

Retrieved from: http://www.uta.edu/faculty/kulesz/Poetry%20Analysis.htm
Guiding Questions for Song Analysis
1. Who is the speaker(s)?

2. Who are the characters in the song?

3. What is the subject or situation in the song?

4. What are the events in the song? When and where do the events take place?

5. What changes or development do the characters experience? Are they positive or negative?

6. What is the central idea the songwriter is trying to communicate?

7. What is the attitude or tone the songwriter is trying to communicate?

8. What is the main theme of the song?

9. What lines contribute to the development of the theme?

10. How does the central idea, tone, or theme apply to your world? To Charlie's world?

MAJOR ASSIGNMENTS "MIXED TAPE" COMPILATION

Goals: 1. Draw connections between various forms of literacy and art.

2. Effectively argue the relevance of outside art to the themes discussed in class through analysis of similarities and differences. 3. Identify how common literary themes are present in many aspects of everyday life.

Assignment: Charlie mentions many popular songs and novels through his letters and uses them as a way to connect to others and himself during his journey. We have discussed in class how these art forms and others relate to growth and conflict as well as explored them in some of our journals. It's now your turn to further explore this idea by finding ten forms of art that somehow express the theme of growth or Coming of Age. These art forms may include songs, poems, photographs, etc. There are no limitations as long as you are able to explain the relationship in a paragraph accompanying each piece of art. Each analysis should be at least 300 words (which is approximately 2 paragraphs), though you may exceed this. You may examine how your chosen art forms are similar and different from our novel as well as discuss the advantages or disadvantages for the particular medium. This assignment should be fun so get creative with it and pretend you are making a mixed tape for a friend.
Peer-Review Guide
Name of ProjectAuthor: ____________________________

Name of Peer Editor: ______________________________

Art piece #1:

1. Is the chosen art piece original and clearly relevant to the theme of growth or Coming of Age?

2. Does the author clearly explain the connections between the art piece and the theme? If not, what is unclear?

3. Which parts stand out? Are there any exceptional sentences or connections?

4. Any other comments, questions, or concerns?

Art piece #2:

1. Is the chosen art piece original and clearly relevant to the theme of growth or Coming of Age?

2. Does the author clearly explain the connections between the art piece and the theme? If not, what is unclear?

3. Which parts stand out? Are there any exceptional sentences or connections?

4. Any other comments, questions, or concerns?

Art piece #3:

1. Is the chosen art piece original and clearly relevant to the theme of growth or Coming of Age?

2. Does the author clearly explain the connections between the art piece and the theme? If not, what is unclear?

3. Which parts stand out? Are there any exceptional sentences or connections?

4. Any other comments, questions, or concerns?

Art piece #4:

1. Is the chosen art piece original and clearly relevant to the theme of growth or Coming of Age?

2. Does the author clearly explain the connections between the art piece and the theme? If not, what is unclear?

3. Which parts stand out? Are there any exceptional sentences or connections?

4. Any other comments, questions, or concerns?

Art piece #5:

1. Is the chosen art piece original and clearly relevant to the theme of growth or Coming of Age?

2. Does the author clearly explain the connections between the art piece and the theme? If not, what is unclear?

3. Which parts stand out? Are there any exceptional sentences or connections?

4. Any other comments, questions, or concerns?

Art piece #6:

1. Is the chosen art piece original and clearly relevant to the theme of growth or Coming of Age?

2. Does the author clearly explain the connections between the art piece and the theme? If not, what is unclear?

3. Which parts stand out? Are there any exceptional sentences or connections?

4. Any other comments, questions, or concerns?

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Assignment/Projects for Stephen Chbosky "The Perks of Being a WallFlower"

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REFLECTIVE JOURNALS Goals: 1. Track personal reflections throughout novel. 2. Respond to questions and engage in literary discussions concerning events and dialogue that occur throughout the novel. 3. Develop own questions and connections concerning characters and their actions/growth. Assignment: You will keep journals that track your reactions to the novel and the situations that occur.

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Write a letter to the author of the book explaining to him why you think he wrote the book and what message he was trying to convey. Explain what you personally took away from the novel. You could send the letters to the author via the publisher of the book at the end of the unit.

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Write a letter to the author of the book explaining to him why you think he wrote the book and what message he was trying to convey. Explain what you personally took away from the novel. You could send the letters to the author via the publisher of the book at the end of the unit.