S3+Ferry,+Bridget

=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= 2.** Put students into groups of 4 and assign them a theme and have them act it out for the class by playing charades. ** 3.** Students will know theme, the car accident, the party, the death of Gatsby, metaphor, conclusions, **** (Equip). **** Graphic organizer: E-Chart, take a theme and find scenes and quotes that support it **** (Explore). **** Cooperative learning: Think Pair Share about their graphic organizers **** (Experience). ** 4.** After TPS give the students 3 minutes to add new ideas that they learned to their organizers (Rethink). **** Have peers use a teacher-made checklist to see what their peer is missing (Revise). **** Use teacher feedback to fine-tune the Glogster ( Refine). ** 5.** Formative Assessment is a checklist ** 6.** Visual: **** Using Glogster to explain their ideas about the themes or the work will stimulate visual learners. ** 7.** Students will be able to illustrate the theme or themes in a literary text. Summative assessment will be a Glogster (2 Days) (Organize using Interpret). ** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that a theme or themes, either stated or implied, has an effect in the text and can be evaluated (**Where).** **// Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions //**** ( What).** ** Themes relate to the “big pictures” in life. If you can’t see the big picture, you can’t truly understand what’s going on. **
 * Bodily Kinesthetic: **** Bodily Kinesthetic learners will benefit from moving around and playing charades to understand the themes of the work. **
 * Interpersonal: **** Interpersonal learners will develop further comprehension by using Think Pair Share to discuss and share their thoughts with others. **
 * Intrapersonal: **** Intrapersonal learners will benefit from using a graphic organizer to focus on their personal thoughts and ideas about the themes of the novel. **
 * Linguistic: **** Using the text from the novel to support their themes in the graphic organizer will stimulate linguistic learners. **
 * Musical: **** Musical learners will benefit from being able to load music onto their Glogster to support their claims about the themes of the work **

Students will understand there is a difference between first person and third person narration and that the point of view effects a reader’s interpretation of a text. **(Where)** **// Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions //(What).** ** By learning how point of view effects a reader’s interpretation of the text students will come to understand that in real life, some one’s point of view affects their interpretation of everything they see, do, hear, and learn. (Why)** 30. Students will play first person Tetris to better understand how point of view can impact the way we as readers understand the story. 31. Students will know point of view, First Person point of view, Third Person Omniscient, Third Person Limited (**Equip)** Graphic Organizer: Planning chart **(Explore)** Cooperative learning: numbered heads together. The students will all try to answer how their group thinks point of view effects the text. (**Experience).** 32. Students will fill out their graphic organizer to help them refine what they want to say based in what they developed in their groups **(Rethink).** Students will post their blogs and read and comment on each other’s to give feedback and edit using the comments **(Revise).** Students will refine their blogs based on my comments and feedback on their second draft of the blog **(Refine).** 33. Formative assessment is teacher feedback in the form of a comment. 34. **Verbal:** Verbal students will benefit from being able to express their ideas in writing in a 21st century form of a blog. 35. Students will be able to describe the effect of point of view on the themes of the text. Summative assessment will be a blog. **(2days) (Organization by Explain)** || =Lesson 3= 16. Play “Should I Stay or Should I Go?” by the Clash and then discuss the song and the singer’s conflict about staying or leaving his partner. Is this conflict an internal or external one? How do we know? Is this conflict similar to any one of the Gatsby Character’s conflicts? Transition into Daisy’s conflict of choosing either Gatsby or Tom.  17.  Students will know Dynamic Character, Static Character, Round Character, Flat Character, Internal Conflict, and External Conflict **(Equip)** Graphic organizer: Story Map 1. Students will pick a conflict and fill in the organizer according to that conflict **(Explore).** Cooperative learning: Jigsaw- students will work in groups of 5 and each be assigned a vocabulary term related to characters and conflict. They will each define the word and give an appropriate example from the book. **(Experience).**  18. **Rethink**: After students have filled out the organizer and then completed the jigsaw, they will return to their organizer and label their characters according to the new vocabulary words and begin to transform their organizer into a comic life story. **Revise:** When students turn their organizer into a comic life that compares a character’s internal and external conflicts they will swap with other students to make sure they captured the conflicts of the characters in their comic in a way that other people can understand. 19. Formative assessment will be a rubric. 20. **Visual:** Visual learners will gain a deeper understanding of conflict by being able to translate their knowledge into a comic book. 21. Students will be able to compare and contrast characters’ internal and external conflicts. The summative assessment will be a Comic Life **(3 days) (Organize using perspective)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.
 * 29.
 * Interpersonal:** Interpersonal students will benefit from getting comments from their peers to help them in the process of revising their blog entries as well as working in a group during cooperative learning.
 * Intrapersonal:** Intrapersonal students will learn from working on their blog, a place to express and finalize their ideas.
 * Visual:** Visual students will benefit from playing first person Tetris because they can make a visual connection to how point of view affects a story.
 * Logical:** Logical students will benefit from using the graphic organizer that will follow a logical step by process to get them to the point they need to start their blog entry.
 * Bodily/ Kinesthetic:** Kinesthetic students will benefit from playing first person Tetris because the movement and rotation will make help them make connections to the effect of point of view on the story.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. S t udents will understand that a character’s internal and external conflicts greatly impact the theme or themes of a text. **(Where)** **// Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions //**** (What). **** The ability to process and understand that internal and external conflicts of others will allow students to work better with others and keep in mind how their actions may affect other people. **** (Why) ** 
 * 15. S t udents will understand that a character’s internal and external conflicts greatly impact the theme or themes of a text. **(Where)** **// Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions //**** (What). **** The ability to process and understand that internal and external conflicts of others will allow students to work better with others and keep in mind how their actions may affect other people. **** (Why) ** 
 * Refine:** When the comic life is complete, students will compare their comic to their organizer and make sure they included the setting, time, place, characters, plot, problem and resolution.
 * Linguistic:** Linguistic learners will benefit from writing out the story map before they have to translate their knowledge into a visual product.
 * Musical:** Musical learners will better understand the conflicts in the novel by relating them to the conflicts in the Clash song “Should I Stay or Should I Go?”
 * Interpersonal:** Interpersonal learners will benefit from participating in the jigsaw in order to learn new terms with the help of others.
 * Intrapersonal:** Intrapersonal learners will benefit from creating the story map on their own so they can organize their thoughts before the share them.
 * Logical:** Logical learners will gain a better understanding of conflict by filling out the story map that brings the student thought a scientific-like series of steps to get to the conflict and resolution.

9.Ask students to list out loud what they know about spider webs and how they work and what their purpose it, write the ideas on the board as students share them. Discuss spider webs and how they create something that interlocks all different sections of the web into one useful tool. Transition into how a writing web interlocks all the different themes into one understandable network of what the author wants the reader to learn from the book. 10.Students will know theme, the car accident, the part, the death of Gatsby, conclusions. **(Equip).** Graphic Organizer: bubbl.us **(Explore).** Cooperative Learning: Round robin- students will be asked why they organized their themes to the main theme as they did. Groups will report out. **(Experience).** 11.**Rethink:** After learning about other people themes and connections, students will be given time to reorganize their bubbl.us web to change their connections. **Revise:** Students will compare their chart one-on-one with another student to see if their charts “march up.” No two charts will be alike, but the students will be able to see different connections between themes emerging and bounce ideas off each other. **Refine:** Teacher will meet with groups and give feedback to what they shared in their round robins so they can make further tweaks. 12.Formative assessment is a rubric 13.**Linguistic:** The linguistic learner can benefit from being the recorder in the round robin group. 14.Students will be able to exhibit an understanding of the minor themes of the work. Summative assessment will be bubbl.us **(1 Day) (Organize using apply)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that a theme or themes, either stated or implied, has an effect in the text and can be evaluated (**Where).** **// Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions //** ** (What). ** The big ideas in life impact what happens in smaller situations and what happens to people. If you can understand the big picture, you can better understand what to do and how to act to respond to the big picture ** (Why). **
 * Interpersonal:** The interpersonal learner will achieve more by being able to talk in a big group and revise in a pair.
 * Visual:** The visual learner will benefit from using a web to see the connections between themes and therefore better understand them.
 * Logical:** The logical learner will achieve more by using a graphic organizer that requires thinking in a logical process to make connections between different levels of themes.
 * Intrapersonal:** The intrapersonal learner will benefit from starting the thinking process alone so that they can fully develop their thoughts before they integrate the thoughts of others.
 * Naturalistic:** The naturalistic student will benefit from discussing the spider web and seeing how it relates to the web they are going to make about the themes of the book.

=Lesson 5= 23.Discuss the idea that someone may be conflicted about whether or not to start recycling at home. How they deal with their conflict, or which choice they end up making, impacts the environment. Since reducing the effects of climate change starts with small steps like recycling, this person, in resolving their conflict, has an impact on what happens to the world. This is just like how the way character’s deal with conflicts impacts what happens in the story and how themes play out. 24.Students will know theme, flat characters, round characters, dynamic characters, static characters, and conflict **(Equip).** Graphic Organizer: Clock- use the clock to map out what they are going to stay in the podcast so they know how much time to spend on the things they wish to discuss **(Explore)** Cooperative learning: Circle the Sage- the sages will be expected to explain one of the conflicts from the novel (choices will be listed on the board) **(Experience).** 25.Students will read each other’s clocks and adjust theirs if they thought of any new ideas or were inspired by others (**Rethink).** Students will listen to their first “rough” podcast and determine what they need to make it sound professional (**Revise)**. Students will listen to professional podcasts and then determine what they still need to make their podcast final **(Refine).** 26. Formative assessment is a checklist for the Podcast 27. **Verbal**: Verbal/ Linguistic students will benefit from the clock organizer what will allow them to record their words on paper before they transform them into a podcast 28. Students will be able to reflect on how a character’s conflict affects the theme of the work. Summative assessment will be a Podcast **(3 days) (Organization by Self Knowledge)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that character’s internal and external conflicts greatly impact the theme or themes of a text **(Where).** **// Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions //(What).** ** The conflicts people have in life and how they deal with those conflicts impact what happens in the world around them (Why).**
 * Naturalistic:** The recycling hook will engage naturalistic student’s interests
 * Musical:** Musical students will benefit from recording and mastering their podcasts and adding music to them to get their point across more clearly.
 * Bodily Kinesthetic:** Bodily Kinesthetic students will benefit from the Circle the Sage activity because they can continue to move while they are learning the vocabulary words.
 * Interpersonal:** Interpersonal students will learn more from doing the group activity and comparing clocks with other students.
 * Intrapersonal:** Intrapersonal students will learn more about conflict by recording their personal thoughts and feelings while explaining the conflicts a character faces.

=Lesson 6= 37. I will come into class dressed as Daisy and act like her when appropriate during class. I will constantly refer to her opinions and thoughts. 38. Students will know theme, flat characters, round characters, dynamic characters, static characters, and conflict **(Equip).** Graphic Organizer: Fact and Opinion. Students will fill out the organizer with facts from the story on the left and the opinions of their character on the right to help them organize the thoughts of their character with the true facts from the book **(Explore).** Cooperative learning: Three step interview. Students will interview each other and act as their character while they are being interviewed **(Experience).** 39. Students will write an outline of what they want their character to say during their video blog based on their graphic organizer **(Rethink).** Students will turn their outline into a script and will swap scripts with other students and edit them for each other **(Revise).** Students will bring their final version of their script and ideas for filing to the teacher for a conference to fine-tune their ideas before they being production **(Refine).** 40. Formative assessment will be a presentation and a product rubric. 41. **Visual:** Visual learners will gain a better understanding of how point of view affects a story by using video to demonstrate their mastery. 42. Students will be able to assume the role of a 1st person narrator (7 days) (Organization by Empathy) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that there is a difference between first person and third person narration and that the point of view effects a reader’s interpretation of a text **(Where)** **// Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions //(What).** ** The conflicts people have in life and how they deal with those conflicts impact what happens in the world around them (Why).**
 * Intrapersonal:** Intrapersonal learners will benefit from working alone to develop their final product so that they may clarify their ideas and knowledge on their own.
 * Verbal:** Verbal students will benefit from writing out their script and expressing their thoughts and ideas aloud in a video.
 * Interpersonal:** Interpersonal students will gain a better understanding of their character by being interviewed by peers acting as though they are their character.
 * Naturalistic:** Naturalistic learners will benefit from being able to pick a scene that occurs outside so that they may retell their story on video in an outside environment that can better foster their understanding of what happened from their character’s point of view.
 * Logical:** Logical students will gain a better understanding of their character’s thoughts and opinions by using the fact/opinion graphic organizer to help them derive the opinions of their characters from the facts in the story.


 * 1) 2004 ASCD and Grant Wiggins and Jay McTighe