Title:SoundtracktoCharliesLife:IntroductionandPlanning

Subject:English/LanguageArts
Summary:MusicplaysahugeroleinThePerksofBeingaWallflower,soaswrapping
upthebookIwouldlikethemtoutilizetheircreativityandformaplaylistofsongsthat
correspondtopivotalpointswithinthenovel.Ahandoutandrubricshouldbehandedout
tostudentsatthebeginningoftheunit,sothattheyhaveplentyoftimetoworkonit.
Materials:
Journals
Pens/Pencils
Paper
Artutensils
Standards:
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandofthe
conventionsandStandardEnglishgrammarandusagewhenwritingorspeaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof
conversationsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.
Objectives:
SWBAT:
Reflectonthenovelanditscharactersandthemes.
Drawconnectionstootherformsofmediathatrepresentaspectsofthenovel.
BellWork(5minutes):
Havestudentsanswerthefollowingquestion:Whatwasyourfavoritepartofthebook
andwhy?
Procedures(35minutes):
Hook: Ask students how many of them like music; let a few
volunteers share their favorite song/artist.
Explain to students that we will be creating a soundtrack to The
Perks of Being a Wallflower, just like the soundtracks Charlie
listens to in the novel.
Before we come up with our songs, we need to pinpoint which
scenes we will be choosing the songs for.
Ask students to choose at least 8 scenes from the book, and
write a paragraph summarizing each one, including elements
such as mood and tone.
After students have finished, provide them with blank pieces of
paper and art utensils.
Give them the rest of the period to work on their cover art.
Assign homework: Come up with at least 2 songs for every one of
your 8 chosen scenes.
Title:SoundtracktoCharliesLife:CompilingtheSoundtracks

Subject:English/LanguageArts
Summary:MusicplaysahugeroleinThePerksofBeingaWallflower,soasthefinal
lessonintheunitplanIwouldlikethemtoutilizetheircreativityandformaplaylistof
songsthatcorrespondtopivotalpointswithinthenovel.Ahandoutandrubricshouldbe
handedouttostudentsatthebeginningoftheunit,sothattheyhaveplentyoftimeto
workonit.
Materials:
Studentsplaylistsongs
Computertoplaysongs
Standards:
LAFS.8.L.1.1:ConventionsofStandardEnglish.Demonstratecommandofthe
conventionsandStandardEnglishgrammarandusagewhenwritingorspeaking.
LAFS.8.L.1.2:ConventionsofStandardEnglish.Demonstratecommandof
conversationsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.
Objectives:
SWBAT:
Reflectonthenovelanditscharactersandthemes.
Drawconnectionstootherformsofmediathatrepresentaspectsofthenovel.
BellWork(5minutes):
Takeouthomeworkandwaitforittobestampedforcompletion.
Procedures(35minutes):
Makesurethatstudentsarearrangedinevengroups(arrangedeskspriortoclass).
Givestudents510minutestodiscusstheirsongchoiceswiththeirgroups.
Duringthistime,studentswillmakethefinaldecisionsontheirsongsbasedon
thefeedbackfromtheirgroup.
Studentswhodidnotcompletethehomeworkwillbegivenanalternative
assignment.
Eachgroupwillchooseonesongtorepresentascenefromthebook.
Iwilleachofthesesongsforthestudents,comprisingourownclassplaylist.
Aswearelistening,studentswillfinishtheircoverartandputtheprojects
together,turningtheminattheendofclass.
Category
Scene
Paragraphs

0 points
Student does
not write any
paragraphs.

3 points
Student writes
fewer than 8
paragraphs, or
the writing is
vague and
needs to be
developed

5 points
Student writes
all paragraphs
and includes a
summary,
mood, and tone.

Homework

Student does
not complete
the assignment.

Peer Discussion

Student does
not participate
in in peer
discussion.

Total possible points: 15

further.
Student has
some songs
chosen, but not
at least 2 for
each.
Student
minimally
participates in
peer discussion.

Student has
chosen
thoughtful,
relevant songs
and has several
to decide
between.
Student
participates
fully peer
discussion,
using feedback
to determine
their final song
choices.