S3+Beaulieu,+Merissa

=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] =Lesson 1= 2. Audiobooks and Music samples intended for different ages. 3. Students will know performance skills specific to their presentation. They will use Planning Charts and do a Jigsaw group activity that will make them each an "expert" on one aspect of what goes into their presentations. 4. After they complete the Jigsaw activity, the students will rethink and reevaluate what they had done on the Planning Chart. They will fill out checklists that will help them revise their podcast. Students will also reflect in their classroom journal that will give them timely feedback every class. 5. The classroom journal will work as a way for the students to get feedback from me at the beginning of each class. 6. Musical: Will be achieved when the students have to listen to the audiobooks and music, and analyze what they have heard Kinesthetic: The students will use their bodies during roleplaying activities and impromptu speechees Intrapersonal: Through the use of a Planning Chart the students will be forced to reflect on their progress Interpersonal: Students will get to know their classmates and be able to interact with them during the Jigsaw Activity Naturalist: The students will be asked if they can give a presentation about recycling and decide if they can successfully retell the story to many different groups Logical: These students will "tested" to see if they can quickly analyze their audience. 7. Students will be able to perform using proper English in their presentations. Summative Assessment = A Podcast (2 Days) (Application) || =Lesson 2= 9. Glozell -youtube video 10. Students will know terminology related to formal speaking. They will use a Goals/Reasons Chart to assess what they feel important when speaking formally. The students will be put into groups and do fun Three-Step Interviews, practicing effective speaking skills the entire time. 11. The students will refine their skills by reflecting and self-assessing their experiences during the interviews in their journals. 12. Students will receive constant feedback from me while I am walking around the classroom during the interviews, and from what they reflect on in their journals. 13. Spatial: these students will be engaged when they watch the Glozell video on youtube in class Linguistic: During the 3 Step Interviews the students will have to use their verbal skills to communicate effectively with eachother Interpersonal: Students will communicate with their classmates through the 3 Step Interview activity Naturalist: By putting them in the shoes of a scientist, they will have to decide if they could effectively relay information to other scientists Logical: Students will be able to analyze their speaking skills every time they communicate Intrapersonal: These students will be engaged when they reflect in their journals over what they have learned and how they will implement it in their presentations. 14. Students will be able to demonstrate the ability to needed to effectively speak. Summative Assessment = Skype to other classrooms (3 Days) (Explanation) || =Lesson 3= 16. Have students explore their ideas with Inspiration! 17. Students will know critical details about using specific technologies in their presentation. They will use the Sandwich Diagram to pick out specifics they want to incorporate into their final presentation. To get more insight from their peers, they will do a Think-Pair-Share activity. 18. After completing the TPS activity, they will reevaluate what they had originally put in their sandwich diagram. The final step of this lesson will to have them blog about the different types of media, and reflect on how they could us them in a wide variety of subjects through out school. 19. The students will revise what they wish to do in their presentation by revisiting what they had put in their Sandwich diagram prior to the Think-Pair-Share. They will use KWL Charts at the beginning and complete the final column at the end of class. 20. Interpersonal: Through the Think-Pair-Share activity students will be able to bounce ideas off of each other and interact Intrapersonal: Students will use their journals to reflect on what we have done Spatial: The Sandwich Diagram will give these students the opportunity to connect with the activity Kinesthetic: These students will be engaged when they move around the room sharing ideas and interacting, and when they use Inspiration to create Linguistic: Students will use their verbal skills when they explain what is in their Inspiration creation Logical: The students must be able to analyze their speaking skills before, during, and after their presentation 21. Students will understand that they need to evaluate appropriate media and its relevance to their presentation. Summative Assessment = Script (3 Days) (Interpretation) || =Lesson 4= 23. "The Importance of Proofreading" by Taylor Mali (Youtube.com video) 24. Students will look at how selecting appropriate media can support the overall oral presentation. They will use a flow chart to plot out what they wanted to do, what they did, and what they are going to do to improve. The students will do a 3 Minute Review activity to see what kind of methods of improvement their peers will be using to enhance their projects. 25. The students will review what they have discovered for ideas to improve in their classroom journal. They will write a journal explaining what improvements they would like to make and how they are going to go about that. 26. Students will use their classroom journal to receive quick and relevant feedback the very next class. Assessing the journals will allow me to give them specific tips toward improving their speaking skills. 27. Spatial: The students will be able to visualize their speaking skills, improvements, and goals in a flow chart/model Musical: These students will be engaged when they have to listen to and think about what is being said in the Taylor Mali video Logical: Students can think of developing great speaking skills as a formula (ex: Practice + Revision = Great Presentations) Verbal: The students will be writing and talking about what they have done, what they are doing, and what they plan on doing Intrapersonal: Students will use this intelligence when they fill out the flow chart and reflect in their journal Interpersonal: Students will placed in groups for the 3 Minute Review 28. Students will criticize their overall performance, and improve upon it. Summative Assignment = Persuasion Map (2 Days) (Perspective) || =Lesson 5= 30. Students will explore: http://www.speech-time.com/speechevaluation.html 31. Students will know Critical Details, like using technology to enhance a presentation, and keeping them "entertained". They will work in groups for Round Robin Reviews going over what are essential and engaging speaking skills, and how they differ from each other. 32. The students will take what they have gone over during the Round Robin Reviews and put the information into Venn Diagrams to visualize the connections. The groups will be assigned numbers and every 2 minutes they will switch partners to different number combinations. 33. For this activity the students will assess themselves in their classroom journal. They will also be given a checklist that will put in the journal and be the focus of their entry. 34. Interpersonal: The students will have to interact with each other during the 3 Minute Reviews Intrapersonal: Students will have to reflect back on themselves while writing the blog Kinesthetic: These students will be moving every 2 minutes into new group formations in the 3 Minute Review Naturalist: Relate audience engagement by saying: Did the people who don't like science enjoy your presentation nonetheless? Logical: Students will be able to analyze their overall effect on the audience and decide if they accomplished what they had hoped for Spatial: Students will be exploring a website putting the information in a different format for them to look at 35. Students will reflect on the overall effect of their presentation on their audience. Summative Assessment = Blog (2 Days) (Self-Knowledge) || =Lesson 6= 37. Explore Glogster (look at products on the website) 38. Students will know critical details about their presentation concerning a new technology. To do so, they will use a KWL Chart at the beginning of class, do a Think-Pair-Share activity in groups, and then revisit the KWL Chart. During the TPS activity students will work with partners, that will change at time intervals, to talk about alternative mediums to enhance a verbal presentation. 39. Students will regroup, as individuals, after the TPS and finish filling out their KWL Chart. They will reflect in their journal or blog over what new technologies we have gone over and what they think about them. 40. The students will self-assess themselves in the blog using a given checklist. They will explain why they are giving themselves the evaluation they did and what they look forward to doing to make sure that weaknesses are fixed. 41. Intrapersonal: The blog and classroom journal force the students to look into themselves for answers Interpersonal: The students will be working in pairs to discuss what they have learned about media Logical: Students should look at choosing appropriate media like a scale, and it needs to be balanced to have great presentation Spatial: The Glogster allows the students to visualize their product and create Verbal: Students must be able to write in the blog and journal, and speak with their peers Musical: Ask them: Can a successful song go without album art or a music video? 42. Students will be open to topic modifying to fit many different needs. Summative Assessment = Glogster (3 Days) (Empathy) || 2004 ASCD and Grant Wiggins and Jay McTighe
 * 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.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that standard English can be used to address many audiences, with many purposes. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// Where might you find yourself speaking? Who might you find yourself speaking to?
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that speaking effectively is essential when addressing people formally and informally. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// You must be able to use effective, clear speaking each day to get by. What would life be like if you couldn't effectively communicate in real-world situations?
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that selecting appropriate media can support the overall oral presentation. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// Discuss different types of media and analyze if they truly enhance a presentation.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that speaking effectively is essential when addressing people formally and informally. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// If you never look carefully at you overall presentation, how will you ever get better? Is it possible to improve without practicing and revising your routine? The answer is no.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that standard English can be used to address many audiences, with many purposes. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// Did the audience enjoy your presentation? Are there ways to judge audience engagement during the presentation?
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that selecting appropriate media can support the overall oral presentation. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// Is what you did appropriate for this kind of (blank) presentation? Students will need to understand that different presentations call for different modifications.