S3+Vick,+Jesika

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // (How are you using technology as a teacher? How are your students using technology?) [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= //Students read text withing grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.//(What) Because you can use these skills in real life to draw more accurate conclusions about why people behave the way they do.(Why) 2. Throw something at the board, then ask why I did that. (Hook) 3. __Students will know__ critical details ( evident conflicts, character conflicts, symbolism, tone, theme(s)) (Equip) Students will build a time line. (Explore) Students will work as a class to build the time line. (Experience) 4.Students will be given an event from the time line. they will need to think about that event more to create the story board for their comic life product. (Rethink) Students will have finished a first draft of the comic life product. They will switch products with another group and make constructive criticism (things they need to fix and things that they've done well).(Revise) Students will use the constructive comments from the group process to make a final draft/product. (Refine) 5. Students will use my rubric to score themselves.(Evaluate) 6. **Verbal**: Class discussion on major events 7.__Students will be able to__ demonstrate understanding of major points. Summative Assessment: Comic Life (3 days) (Organize) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. __Students will understand__that analyzing conflict is important to over all understanding. (Where)
 * Visual**: Creating the time line
 * Kinesthetic**: They will each get an event on a sheet of paper and they will line up to put the events in order **Interpersonal**: They will be working in groups of 2
 * Intrapersonal**: They will have to expand on personal knowledge of the book to complete the project
 * Logical**: will have to understand the correct sequence of events.(Tailor)

=Lesson 2=

//Students read text withing grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.//(What) Because being able to understand another person's character can help you understand them as a whole person. (Why) 9. I will play part of "The Times They Are A-Changing" by Dob Dylan to call the classes attention to the beginning of class (Hook) 10. __Students will know__ main characters,supporting characters,character conflicts,point of view.(Equip) Students will be given a character chart and a character web to fill out. (Explore) Students will work in groups to proof read the script that will eventually go into the performance. (Experience) 11. Students will need to get into character (not themselves playing the character) in order to make an accurate representation on their Glogster. They may ask their classmates opinion on this one.(Rethink) They will be given time in class in which to work on their Glogster. They will be strongly encouraged to ask for suggestions from their classmates and myself.(Revise) They will be given a Rubric. Once they have made sure they have fulfilled the requirements they can come to me in class and ask me to like it over and suggest anything that needs fixing.(Refine) 12. Students will need to complete a web to assess their knowledge of both their chosen character and situation. Students will evaluate their final products with the rubric (identical to mine) given to them before submitting it. (Evaluate) 13.**Verbal**: writing the script for and recording the podcast will appeal to the verbal learners. 14. __Students will be able to__ be aware of character. (Organize) Summative assessment:Garage Band (3 days) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.__Students will understand that__ close reading allows the reader to connect the book to the real world and themselves. (Where)
 * Logical**: Logical learners will like the planning and technical aspects of this project.
 * Kinesthetic**: The act of recording the podcast will appeal to kinesthetic learners.
 * Musical**: Students will be strongly encouraged to use music in their podcast.
 * Interpersonal**: Students will need to work collaboratively to complete this project.
 * Intrapersonal**: Students will contribute much of their own personal ideas into this project.(Tailor)

=Lesson 3=

// Students read text withing grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. //(What) The ability to assess a conflict/situation makes it easier to solve the problem. (Why) 16.A blank Front page of the "Maycomb Tribune" (Hook) 17.__Students will know__ evident conflicts, character conflicts, symbolism, plot developments, main characters, supporting characters (Equip) Students will fill in a format diagram for a news article.(Explore) Students' individual work will be combined into a final newspaper.(Experience) 18.Students will need to go deeper into an event or idea in the book in order to write an article.(Rethink) Students will split into groups (Sections of the newspaper) to edit their articles.(Revise) after the peer editing session they will make their final article.(Refine) 19.students will complete a checklist of required parts. (Evaluate) 20. ** Visual **: Article should include a picture of dome sort 21.__Students will be able to__ evaluate conflict. (Organize) Summative Assessment: Authentic looking newspaper article (2 days)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. __Students will understand__ that analyzing conflict aides in comprehension.(Where)
 * Verbal **: The article must use proper article format and be free of spelling and grammatical errors
 * Naturalistic **: Might need to mentally place themselves in the Maycomb environment in order to create a relatively accurate interpretation of an event
 * Interpersonal **: this newspaper will be a collaboration of the entire class
 * Intrapersonal **: Students may need to get into character to create some of the pieces for the article
 * Logical **: article needs to be as realistic as possible.(Tailor)

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=Lesson 4= //Students read text withing grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.//(What) Because theme and tone can change the meaning of a conversation. (Why) 23. I will start the class with an improvisational game called emotional spaces and adapt it for tone. (Hook) 24. __Students will know__ tone.(Equip) Students will make a web of the events in the story and the themes that apply to them.(Explore) Students will work in groups to make the web.(Experience) 25.Students will need to look at the events of the book in terms of tone.(Rethink) They will be working in groups to make the final podcast. However, before they even get to the recording of the podcast they must write a script. They will trade scripts with another group for constructive commentary.They should take their peer's comments into consideration when revising their scripts.(Revise) The final scripts should be turned in to me for feedback before recording.(Refine) 26.Students will evaluate their final products with the rubric (identical to mine) given to them before submitting it. (Evaluate) 27. **Visual:** The Glogster virtual poster spoftware will appeal to the visual learners. 28. __Students will be able to__ analyze theme and tone. (Organize) Summative Assessment:**Glogster**; (2 days) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.__Students will understand that__ recognizing tone and theme is important to understanding. (Where)
 * Verbal:**Students will use text on their Glogster.
 * Kinesthetic:**There are options for moving components in the Glogster software.
 * Naturalistic:** There are many natural "textures" available in the Glogster software.
 * Interpersonal:** The students will be required to present their Glogsters to the class.
 * Intrapersonal:** They will have to put deep personal thought into the project to produce an accurate rendering of their assigned characters. (Tailor)

=Lesson 5=

//Students read text withing grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.//(What) Because how something is written can mean different things to different people. (Why) 30. Students will be asked to write down one event from the book on a scrap of paper.(Hook) 31.__Students will know__ tone, theme, context,symbolism, point of view.(Equip) Students will use a T-chart to explore 5 events(Explore) Students will each comment on each of their classmates blog posts.(Experience) 32.Students will rethink an event from the perspective of the author. (Rethink) Students will need to draft their post at least twice before posting it.(Revise) Students will submit the final draft of the post to me for feedback before posting it on their blog.(Refine) 33.Students will write a one page reflection on the responses to their post and include how well they think they did in determining the author's purpose.(Evaluate) 34.**Verbal**: the blog can be a written blog. 35. __Students will be able to__ consider the author's intention. Summative Assessment: **Blog**; Students will choose a theme from the book and make a blog entry detailing what they think about that theme. Make sure that the comment function is enables so your classmates can do their part and contribute to the discussion. (1 day) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. __Students will understand that__ close reading allows the reader to connect the book to the real world and themselves. (Where)
 * Visual**: there will be an option for a video blog.
 * Logical**: The intention of the author is not arbitrary. The student must deduce the authors intentions through evidence provided in the book.
 * Naturalistic**: students may want to consider the authors environment while determining his purpose.
 * Interpersonal**: Students must enable the comment function on their own blogs and they must comment on their peer's blogs.
 * Intrapersonal**: Students will need to put a lot of personal thought into this assignment. (Tailor)

//Students read text withing grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.//(What) Because context can make all the difference when something is said or written. 37. Hand them a sealed letter envelope containing the paperwork for the final project as they come into the classroom. The envelopes will say "DO NOT OPEN UNTIL INSTRUCTED TO DO SO" on them. This may pique the interest because they will want to open the envelope because they have been told not to. (Hook) 38.__Students will know__ context, evident conflicts,historical connections.(Equip) Students will fold a piece of paper into threes and plan out the six sections that they will put on their wiki page.(Explore) Peers will act as the judges for each "exhibit"(Experience) 39. Students will need to do lots of research and put a lot of thought into this project. They will need to draft each of teh sections that go into the wiki on paper first.(Rethink) Students will choose a partner and have a peer editing session.(Revise) Students will use the feedback they got from their peers do make a final draft of their wiki.(Refine) 40.Students will use a rubric to evaluate themselves before making final revisions and posting their wiki pages.(Evaluate) 41.**Visual**: Wiki needs to be visually appealing. 42. __Students will be able to__ build connections between the book and the real world. Summative Assessment:**Wiki**; Students will use a wiki to show their understanding of the context of the book. (4 days) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.__Students will understand that__ close reading allows the reader to connect the book to the real world and themselves. (Where)
 * Verbal**: The written component is a very large part of this project.
 * Logical**: the organization of the wiki needs to make chronological sense.
 * Kinesthetic**:Kinesthetic learners will appreciate linking
 * Musical:** Students are encouraged to be creative. This might mean adding music to their wiki.
 * Interpersonal**:The wiki needs to be user friendly.(Tailor)

2004 ASCD and Grant Wiggins and Jay McTighe