S3+Cole,+Eric

=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= Learning about passion is about learning how to go for your goals and dreams, and to learn how to live a happy life. **(Why)** 2. Students will take 2-3 minutes to write a list of the things that they are passionate about in their life. Students will then take a few minutes to discuss their list with their neighbors. Students will then be given the chance to share their list with the class. 3. Students will know a few of the basic practices when first starting out on writing a story. These items include brainstorming ideas with the class, a small group, or by themselves, creating venn diagrams that will compare and contrast two topics, and creating story webs/trees to organize their thoughts, and ideas about the story. **(Equip)** Students will begin this lesson by first filling out two Goal-Reason webs **(Graphic Organizer)** on two stories: One story that the student feels has passion in it, and another that the student feels is dull. Students will bring these webs with them to the next class where they will be paired up with a partner. With this partner, they will perform a Think-Pair-Share exercise **(Cooperative Learning)** where they will compare their lists with each other, talk about what they came up with, and then share their lists with a neighboring group. Pairs will then be given the opportunity to share their ideas with the class. Students will then fill out a Venn Diagram **(Graphic Organizer)** comparing passionate writing with non-passionate writing. Students will bring these Venn Diagrams with them to the next class, and they will be put into small groups, and asked to compare their Venn Diagrams with each other. **(Cooperative Learning)** These groups will then be asked to create an online poster comparing passionate writing with non-passionate writing using the Venn Diagrams they created, which they will present to the class. **(Explore/Experience)** 4. When students are working in pairs, and with their groups they will be able to **rethink** the work that they did, and gain new ideas. Students will also be able to meet with the teacher, who can help them **revise** their thinking, and put students back on the right track. 5. At the conclusion of the process Students will fill out a self-assessment on their project, and they will write a short paragraph talking about the process of putting the poster together, and their general feelings on the assignment as a whole. **(Formative)** I will use a rubric to grade their projects, and offer feedback to the students. **(Summative)** 6. **Verbal-Lingustic:** Students will get a chance to research and find their own stories to write about. 7. Students will be able to compare passionate writing with non-passionate writing. //**(Perspective)**// This lesson will take about three 80 minute class periods to complete. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that writing is not robotic. It is written with passion. **(Where)**
 * //Students write narratives that convey complex ideas, observations, events, or reflections.// (What)**
 * Pre-Assessment:** Students will do a Describing Wheel **(Graphic Organizer)** about their feelings on writing.
 * Logical-Mathematical:** Students will compile all the data from their Venn Diagrams into one final Venn Diagram.
 * Visual:** Students will create their final Venn Diagram using an online poster creation program which they can custom design.
 * Musical:** Students could create a song or a rap to help present their Poster to the class.
 * Intrapersonal:** Students will explore themselves, and figure out what they are passionate about before the start of the lesson.
 * Interpersonal:** Before Students create their final poster they will come together and discuss as a group what they believe passionate and non-passionate writing is, and what they should have on the poster.
 * Summative Assessment:** Students will create an online poster.

Connecting things to you is an important life skill to have. Imagine if you were talking to someone, and you had no idea what they were talking about. You would probably ignore the person, or just listen to them without really hearing them. If you are able to connect yourself to something that they are saying though, then all of a sudden you feel closer to that person, and it is easier to get along with them, and perhaps become friends. **(Why)** 9.Students will take 4-5 minutes to write as much as they can about something that they enjoy doing. At the end of 5 minutes, Students will swap papers with someone else, and then have 2-3 minutes to try and connect themselves to the story they receive. At the end, we will discuss what happened with the class. 10. Students will know a few of the basic practices when first starting out on writing a story. These items include brainstorming ideas with the class, a small group, or by themselves, creating venn diagrams that will compare and contrast two topics, and creating story webs/trees to organize their thoughts, and ideas about the story. **(Equip)** At the start of class students will get a lesson on blogs. Time will be given every few minutes for a Three Minute Review **(Cooperative Learning)** in which students will be able to ask questions, and make comments about the lesson. Items that will be covered are what a blog is, how you create one, how to customize your blog, what the benefits of a blog is, and some good and bad examples of blogs. Students will then go home and create a blog that they will keep for the week. Students may choose to continue writing in their blogs after the week is up. In their blogs students will write about their days, what happens to them throughout the week, how they feel, what they ate, etc... At the end of a week Students will use a Tree Chart **(Graphic Organizer)** to organize the events in their blogs, and to pick out the big events and the big ideas in it. Students will then take this information and write a story, a poem, a song, etc... based on the events in their blogs. Students will then be given the opportunity to perform their story, song, skit, etc.... for the class. **(Explore/Experience)** 11. Students will be given ample opportunity to **rethink** what events and ideas they want in their students. Students will also meet with the teacher in order to receive feedback and be able to **revise** their stories. If students choose to read out their stories, or preform their songs or skits, they will be given time to **rehearse** them before they have to be performed. 12. Students will do a self-assessment at the end of the project where they will talk about how they believe they did, and what they liked/disliked about the project. **(Formative)** Students will be graded using a rubric that the teacher will create. **(Summative)** 13. **Verbal:** Students will be able to read their stories out loud to the class. 14. Students will be able to create stories based on their own personal experiences. //**(Application)**// This lesson will take about 2 weeks to complete. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Writing is about connecting things to you in a personal way. **(Where)**
 * //Students write narratives that convey complex ideas, observations, events, or reflections.// (What)**
 * Visual:** Students could write a children's book based on their blog that could include illustrations.
 * Bodily/Kinesthetic:** Students could write a skit that they could perform for the class.
 * Musical:** Students could write a song/rap based on their blog.
 * Naturalist:** Students could take us to some of the places around the school that they wrote about in their blog.
 * Intrapersonal:** Students can use their blogs to express their feelings or emotions about something they care about.
 * Summative Assessment:** Write in a blog for at least a week, and then write a story, skit, song, etc... based on the events in the blog.

Being able to express emotion in your writing is an important part of life today. E-Mail and Instant Messaging is one of the most largest forms of communication today, and so being able to express anger or sadness or happiness in your writing will help you be able to convey emotions when emailing someone. **(Why)** 16. Listen to a 2-3 minute clip of an audio book. This clip will be from a big emotional event in the book. The class will then discuss how the narrator was able to express emotion in the writing, and how the person being recorded was able to express emotion in their voice. 17. Students will know some of the basic elements in a story. Students will be able to define what plot, setting, character development, dialogue are. Students will also know what suspense, a writer's voice, and what a climax is. **(Equip)** Students will begin this lesson by doing some brainstorming at home about some of the big events that has happened to them throughout their lives. These events could be good or bad. Students will then do several Think-Pair-Share exercises **(Cooperative Learning)** where the students will first share their brainstorming ideas with a partner. They will then share their ideas with a group, and then finally, if they choose to do it, students will share their ideas with the class. Students will then select one big event that they feel comfortable with, and that they remember the most. Students will write a story about this event in any narrative style they choose. There will be several requirements for this story though. After completing the story students will do some peer-conferencing **(Cooperative Learning)** to iron out the kinks in their story. They will also do conferences with the teacher. When their story is complete, students will then create an audio where they will "act" their story out. These podcasts will then be presented to the class. **(Explore/Experience)** 18. Students will have several opportunities to **rethink** what they would like to write about, and to meet up with both the teacher and will fellow peers to **revise** their stories. 19. Students will do a self-assessment at the conclusion of the project where they will talk about how they believe they did, and what they liked/disliked about the project. **(Formative)** Students will be graded using a rubric designed by the teacher. **(Summative)** 20. **Verbal:** Students will create an audio podcast of their story. 21. Students will be able to express emotion in their writing. //**(Explanation)**// This lesson will take about 6 80 minute class periods to complete.**(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that writing is not robotic. It is written with passion. **(Where)**
 * //Students write narratives that convey complex ideas, observations, events, or reflections.// (What)**
 * Pre-Assessment:** Students will first do a KWL Chart **(Graphic Organizer)** explaining what they already know about the basic elements of a story.
 * Logical/Mathematical:** Students can create a storyboard/timeline of their story.
 * Bodily/Kinesthetic:** Students can create homemade sound effects for their story (ex. banging pots and pans).
 * Musical:** Students can create a soundtrack for their story that enhances the emotion.
 * Naturalist:** Students can record their story outside, or get animal sounds for their story.
 * Interpersonal:** Students will be going through a peer review process as they write their story.
 * Summative Assessment:** Students will create an audio podcast based on a story they write about a big event in their life.

Being able to connect to people's experiences and emotions is a prime way to connect with somebody, and form a lasting bond with them. **(Why)** 23. Watch a 2-3 minute clip of a movie, and then have the students write down, and reflect on how they felt about the clip, and how they connected to it. 24. Students will know about the basic vocabulary and elements of a written piece including imagery, metaphors, similes, etc... **(Equip)** For this lesson students will first listen to one of their classmates podcasts each night for three nights. After listening to the podcasts students will do a T-Chart describing what they connected with in each story. **(Graphic Organizer)** Students will be given the opportunity each day in class to share their feelings on the podcast that they listened to for that day. **(Cooperative Learning)** At the end of three days, students will choose the podcast that they enjoyed, and connected to the most and do a three step interview with the student who created it. Students will first ask the person detailed questions about the story they wrote. They will then share this information in small groups, and then be given the opportunity to share it with the class. **(Cooperative Learning)** Students will then create a wikispace describing how they connected to each podcast. Students will use hyperlinks to enhance their connection to the podcast. The podcast that they interviewed a classmate on will be more detailed than the other two. **(Explore/Experience)** 25. Students will have the opportunity to **rethink** how they feel about one of the podcasts they listened to by talking with fellow classmates, and conducting the three step interview. Students will also be able to **revise** their wikispaces as they work on them. 26. Students will do a self-assessment at the conclusion of the project where they will talk about how they believe they did, and what they liked/disliked about the project. **(Formative)** Students will be graded using a rubric designed by the teacher. **(Summative)** 27. **Verbal:** Students could create an audio recording of themselves talking about their feelings on each podcast for their wikispace. 28. Students will be able to relate to other student's writing. //**(Empathy)**// This lesson will take about 5 80 minute class periods to complete. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Writing is about connecting things to you in a personal way. **(Where)**
 * //Students write narratives that convey complex ideas, observations, events, or reflections.// (What)**
 * Logical/Mathematical:** Students could create a chart highlighting their feelings on each podcast.
 * Visual:** Students can design their wikispace any way they see fit.
 * Musical:** Students could write a song on each podcast.
 * Intrapersonal:** Students will be reflecting on their own feelings on each podcast they listen too.
 * Interpersonal:** Students will be interacting with other students, and learning more about them as they listen to each podcast, and interview a classmate.
 * Summative Assessment:** Students will create a wikispace on how they related to three stories that their classmates wrote.

Learning about how to recognize your own strengths and weaknesses, and about how to better yourself will make you a better person. **(Why)** 30.Students will reflect on some of their favorite comic book heroes and villains for 3-4 minutes, and then the class will discuss what makes these people unique. 31. Students will know the basic aspects of story creation including brainstorming, story trees and webs, and character biographies. Students will also know some basic aspects of story development including plot, setting, dialogue, voice, and climax. **(Equip)** For this lesson students will begin by doing an Idea Wheel **(Graphic Organizer)** where they will gather their thoughts together on what they believe are their strengths and weaknesses. Students will then bring these Idea Wheels with them to class, and they will be placed in groups based on what they believe to be their strengths and weaknesses. These groups will then use Comic Life to create short comic book where one character has all of their strengths, and the other character has all of their weaknesses. **(Cooperative Learning) (Explore/Experience)** 32. Students will have several days to meet with their group and **rethink** and **revise** their comic book before they will share it with the class. 33. Students will do a self-assessment at the conclusion of the project where they will talk about how they believe they did, and what they liked/disliked about the project. **(Formative)** Students will be graded using a rubric designed by the teacher. **(Summative)** 34. **Logical/Mathematical:** Students could create a chart or a graph to help organize their common strengths and weaknesses. 35. Students will be aware of their own strengths and weaknesses when it comes to writing. //**(Self-Knowledge)**// This lesson will take about 4-5 80 minute class periods to complete. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Writing is about what you know rather than what you don't know. **(Where)**
 * //Students write narratives that convey complex ideas, observations, events, or reflections.// (What)**
 * Musical:** Students could create a rhyming comic book, like a poem.
 * Visual:** Students will be creating a visual comic book to present to the class.
 * Bodily:** Students could act out their comic book in a skit.
 * Interpersonal:** Students will be creating this comic book in groups.
 * Naturalist:** Students could dress up as super hero's for their comic book.
 * Summative Assessment:** In groups, students will create a Comic Life comic book where one character will have all of the group's strengths and another character will have all of the group's weaknesses. These comic books will be presented to the class.

Being aware of who you are as a person is the best way to know how to connect to people, and build lasting relationships. **(Why)** 37. Students will take 4-5 minutes to write a story about an event that happened to them. At the end of 5 minutes, these stories will be collected, and then randomly distributed to the class. The class will then have to guess whose story they received. 38. Students will learn and review all knowledge learned in previous lessons. This includes basic vocabulary (metaphors, similes, imagery), basic story development (ploy, setting, dialogue, voice), and basic story creation (brainstorming, story webs and trees, character biographies) items. **(Equip)** For this lesson, students will begin by doing a final assessment of their learning. They will complete three Cluster Word Webs **(Graphic Organizer)** describing the three basic aspects of stories: vocabulary, story development, and story creation. Students will be split up into three groups, each one responsible for reviewing with the class one of the three items learned in previous lessons. Students will meet with their group for 30 minutes, and then share what they know with the class. The class will take time to discuss what is being taught after each group has gone. **(Cooperative Learning)** At the conclusion of this review session, students will begin their final project for the unit. Students will be given time in class to write their children's story, meet with their peers for some peer conferencing **(Cooperative Learning)**, meet with the teacher, and to create the illustrations for their final project using Comic Life. **(Explore/Experience)** 39. Students will have several days to meet with the teacher, **rethink** what story they would like to write, and **revise** the story that they end up writing and putting together. 40. Students will do a self-assessment at the conclusion of the project where they will talk about how they believe they did, and what they liked/disliked about the project. **(Formative)** Students will be graded using a rubric designed by the teacher. **(Summative)** 41. **Verbal:** Students will be writing a children's story based on a childhood experience. 42. Students will be able to represent themselves in their writing. //**(Interpretation)**// This lesson will take about 7-8 80 minute class periods to complete. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Writing is about what you know rather than what you don't know. **(Where)**
 * //Students write narratives that convey complex ideas, observations, events, or reflections.// (What)**
 * Logical/Mathematical:** Students will have the opportunity to do several brainstorming diagrams before they write their story.
 * Visual:** Students will be creating Comic Life illustrations to go along with their story.
 * Intrapersonal:** Students will have time to reflect, and write the story on their own.
 * Interpersonal:** Students will meet up with the teacher and their fellow peers periodically to help revise the drafts of their story.
 * Bodily:** Students can act out various scenes of their story for pictures.
 * Summative Assessment:** On their own, and with the help of peers, Students will create a digital presentation of a children's book that they write. These presentations will be shared with the class.

2004 ASCD and Grant Wiggins and Jay McTighe