S3+Martemucci,+Amanda

=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.//Fireflies//-Owl City ( http://www.youtube.com/watch?v=psuRGfAaju4 ). Students will watch the video clip as well as receive a handout of the lyrics to look at. The song shows point of view, conflict, setting, and theme **(Hook).** 3. Students will know literary devices (character, conflict, dialogue, point of view, setting, theme) **(Equip).** Students will be put in pairs and given a specific literary device, which they will find information about as well as find examples from the novel and put the information in their own Cluster/Word Webs (3) **(Explore).** The pair will join a group with the same device and plan out and perform a Jigsaw with other students in the classroom to learn about each literary device (**Experience).** 4. A group discussion will take place after the Jigsaw activity to see what students know/ think about each device (**Rethink).** I will give feedback on the Cluster/Word Webs for each pair before they do the Jigsaw Activity and begin making their Glogster **(Revise).** Students will be given the time to work on their Glogster in class as well as rehearse their presentation on it to the class (**Rehearse).** Students will peer review their Glogsters with groups with the same literary device to get feedback on how they can refine their Glogster to finalize it (**Refine).** 5.Students will write a blog entry about what they have learned through this lesson and how they felt their Glogster turned out/their opinions on me having students make Glogsters (**Evaluate).** 6.(**Tailors)** __Linguistic:__ Students will be learning new vocabulary words. Pairs will also have to verbally present their Glogster to the class. __Visual:__ Students will use graphic organizer (Cluster/Word Web) to visualize information on literary device. __Bodily/Kinesthetic:__ During Jigsaw activity, students will move around to parts of the room to group with students with the same literary device as well as move to other groups to teach them about their literary device. Students can work with a camera to take pictures for their Glogster. __Interpersonal:__ Working in Jigsaw groups. __Intrapersonal:__ Students write their own blog entries. __Musical:__ The lesson will begin with listening to //Fireflies// by Owl City to get students thinking about how literary devices effect writing, music, etc. 7. Students will be able to evaluate the effects of common literary devices on the style and tone of a text. (**Organize-**Interpret**)** Summative Assessment-Glogster. Lesson will take four eighty-minute class periods. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that ideas on the text need to have evidence for support **(Where).** In real life, people need to defend their arguments/ideas with evidence and reasoning for support. Literary devices are used to help interpret text and strengthen arguments about literature **(Why). //Students read text with 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)//.//**

9. Clip from film, //Runaway Bride// where Ike Graham a journalist loses his job due to lack of evidence in his story (**Hook)**. 10. Students will know thesis, evidence, ways to incorporate textual evidence, forming a thesis, and important events and people, such as: Ruth's obsession with the dead, and Ruth's relationship with Susie(**Equip).** Students will fill out a Persuasion Map of their thoughts/argument to the question: //Susie touches Ruth as she leaves Earth. Why do you believe Ruth was the one who saw her spirit leave the Earth rather than someone else?.// Map allows them to write down ideas with corresponding facts/examples from the novel **(Explore).** Students will do a Think-Pair-Share about their ideas on the question (**Experience)**. 11. A class discussion will take place on what a thesis is/ what is a strong thesis as well as how to cite and incorporate textual evidence (**Rethink).** Students will form a thesis in the "Goal" section of their Persuasion Map which I will give feedback on as well as feedback on their arguments/evidence (**Revise).** I will give students the chance to work on their newspaper articles about the given question during class time (**Rehearse).** Students will do peer reviews of the articles to give any last input before making final product (**Refine).** 12. Students will fill out the rubric I will be grading them on themselves to reflect on how they think they did on their articles. (**Evaluate)**. 13.**(Tailors)** __Linguistic:__ Students will be writing a newspaper article. __Visual:__ The //Runaway Bride// clip gives a visual presentation of what writing for a newspaper is like. __Logical:__ Students need to think critically about the given question and what would be the strongest evidence from the novel. __Interpersonal:__ Working in Think-Pair Share. __Intrapersonal:__ Students get to create their own personal idea/argument to the question and write about it. __Bodily/Kinesthetic:__ Students' articles will be placed about the room for everyone to read. Students will get to walk about the room to read them and learn what other people thought about the question. 14. Students will be able to create ideas with evidence from text. (**Organize-**Apply). Summative Assessment-"Dear Susie" Newspaper Article (Fodey.com). Lesson will take three eighty-minute class periods. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that ideas on the text need to have evidence for support (**Where).** Journalists need strong evidence for their stories in order for them to be published in a newspaper. **(Why).** **//Students read text with 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)//.//**

16. A student sample of the final product for the lesson will be shown to give students an idea of what they will be doing as well as get them excited to be creative **(Hook)**. 17. Students will know first-person narrative, third-person narrative (**Equip).** Students will fill out a Storyboard organizer to help them plan out a creative short story which they will write in both third- and first-person as a digital story (**Explore).** Students will participate in a RoundRobin Brainstorming to help each other come up with creative ideas for their stories (**Experience)**. 18. During the RoundRobin, students will discuss how changing from first person to third person will affect their stories (**Rethink).** I will give feedback on their first drafts of their stories and their Storyboards. **(Revise).** Students will have the time to work on writing their stories as well as presenting them as a digital story (**Rehearse).** Students will peer review classmates' digital stories to give some final input to refine the product (**Refine).** 19. Students will fill out a check-list to make sure they had certain components added to their digital stories (First-person narrative interpretation of story, Third-person interpretation of same story, plot, characters, setting, problem, resolution, audio recording, visuals, music/sound effects) (**Evaluate).** 20**.(Tailors**) __Linguistic:__ Students get to write creative stories. __Visual:__The student sample will be a visual example of what the students digital story should be like. __Musical:__ Students can and will be encouraged to add music to their digital stories that follows along with what their story is about. __Interpersonal:__ Students will work together in the RoundRobin Brainstorming activity. __Intrapersonal:__ Students get to create their own creative stories about any topic (as long as it follows the components on the checklist). __Naturalist:__ Students have the opportunity to write about the environment in their stories. 21. Students will be able to describe the difference between first-person narrative and third-person narrative. (**Organize-**Explain). Summative Assessment-Digital Story (Same story in both first- and third-person narrative). Lesson four eighty-minute class periods. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that type of narration can lead to a certain point of view (**Where).** Everyone has a point of view on a subject. In literature, one point of view is shown through the narrator while other character's points of view could be different but it is unknown (**Why)**. **//Students read text with 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)//.//**

23. Students will participate in a short game inspired by //Cyberchase//'s online "Point of View" game (http://pbskids.org/cyberchase/games/pointofview/pointofview.html). || Students will play the first level of the game online to understand the rules and how to answer each “point of view” on the grid. I will make a grid on the floor like in the game and set boxes in the grid in a design. Students will stand on one of four sides of the grid and explain what design they see. Every side will have a different perspective or point of view, allowing students to understand how people have a different point of view depending on where they are in a situation **(Hook)**. 24.Students will know narrator, point of view, character, and important events and people such as: Rape and Murder of Susie, Abigail's infidelity, Life of Susie's love interest after her death, Jack's pursuit of murderer, Ruth's obsession with the dead, Ruth's relationship with Susie, Susie Salmon, Jack Salmon, Abigail Salmon, George Harvey, Lindsey Salmon, Buckley Salmon, Len Fenerman, Ray Singh, Ruth Connors, Ruana Singh, and Samuel Heckler (**Equip**). In pairs, students will fill out a Sequence Chart to plan out their Comic Life and decipher what they need to reveal to their audience from the point of view of another character other than the narrator in a scene from the novel (**Explore).** Students will participate in a fishbowl activity to get them thinking about how to think in the point of view of their chosen character and how narration leads to a certain point of view. This will help them fix their graphic organizer if needed. **(Experience)**. 25. During the fishbowl activity, students will discuss how type of narration leads to a certain point of view. **(Rethink).** I will give feedback on each pairs' Sequence Chart before they begin making their Comic Life (**Revise).** Students will be given class time to work on their Comic Life (**Rehearse).**Pairs will fill out a Status Check Form to think about where they need to focus to complete and finalize their Comic Life as well as how their partnership has been working out.. Each member of the pair must fill out a Status Check Form and sign one another's to give proof that they both agree on what needs to be done and how the partnership has been going. (**Refine).** 26. Students will fill out the rubric that I will be grading their Comic Life on to reflect on how they think they did in creating their final product (**Evaluate**). 27.**(Tailors)** __Visual:__ Creating the Comic Life with images. __Linguistic:__ Writing a story/dialogue for the Comic Life. __Logical:__ Working to think in the point of view of another character other than the narrator of the novel. __Interpersonal:__ Students will work in pairs to create the Comic Life. __Naturalist:__ Students can depict a scene from the novel that involves the environment/outdoors. __Bodily/Kinesthetic:__ Students will be moving around the room during a portion of the "Point of View" game. 28.Students will be able to consider how the point of view is affected by narration. (**Organize-**Empathy). Summative Assessment-Comic Life (Rewrite a scene from the novel using Comic Life depicting the point of view of a character other than the narrator). Lesson will take four eighty-minute class periods. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that type of narration can lead to a certain point of view (**Where).** A person's vision/point of view on a subject, event, idea, etc. may change depending on the narrator/point of view they are focusing on (**Why).** **//Students read text with 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)//.//**

30. //short films-Internal Conflict// (http://www.youtube.com/watch?v=t4rW0h6tLyM&feature=related) is a funny and creative short clip that demonstrates internal conflict. //Character Conflict// (http://www.youtube.com/watch?v=dzUZqQGlbxc&feature=related) is another short, funny clip that demonstrates external conflict **(Hook)**. 31.Students will know character, conflict, and important events and people such as: Rape and Murder of Susie, Abigail's infidelity, Life of Susie's love interest after her death, Jack's pursuit of murderer, Ruth's obsession with the dead, Ruth's relationship with Susie, Susie Salmon, Jack Salmon, Abigail Salmon, George Harvey, Lindsey Salmon, Buckley Salmon, Len Fenerman, Ray Singh, Ruth Connors, Ruana Singh, and Samuel Heckler (**Equip).** In pairs students will pick a character from the novel for their Garageband interview and will each fill out their own Cluster/Word Web (3) to organize their thoughts on the chosen characters external and internal conflicts (**Explore).** Students will do a Think-Pair-Share where students think to themselves what questions they want to ask in their interviews based on the information collected on the graphic organizer. They will then discuss ideas with their partners and then share with the class. This will get students thinking and planning the questions for the Garageband interview. The questions will be written on the graphic organizer (**Experience).** 32. During the Think-Pair-Share, students will be discussing how characters have external and internal conflicts (**Rethink).** I will give feedback on the students Cluster/Word Webs before they being making their Garageband interviews (**Revise).** Students will have time to record and construct their Garageband interviews during class time as well as export and upload the interview to the Podbean website as a podcast (**Rehearse).** Pairs will fill out a Status Check form to think about where they need to focus to complete and finalize their Garageband interview as well as reflect on how well the partnership is working. Each member of the pair must fill out a Status Check Form and sign one another's to give proof that they both agree on what needs to be done and how the partnership has been going (**Refine).** 33. Students will fill out a check-list to make sure they included certain components into their Garageband interview (character from novel, character's external conflicts explained, character's internal conflicts explained, five or more questions are asked in the interview, music/sound effects) **(Evaluate)**. 34. (**Tailors)** __Visual:__ Students can visual internal and external conflict by watching //short films-Internal Conflict// and //Character Conflict// clips. __Interpersonal:__ Students create Garageband interview in pairs. __Logical:__ Students will have to think and plan out how to best organize the Garageband interview. They need ot think about where to place sound effects for the best flow, the order of the questions being asked, etc. __Verbal:__ Students get to record their own voices for the Garageband interview. __Musical__: Students get to add music/sound effects to their Garageband interview. __Bodily/Kinesthetic:__ Students can create their own sound effects by manipulating and playing with objects to make sounds. 35. Students will be able to analyze the characters' external and internal conflicts. (**Organize-**Perspective). Summative Assessment-Garageband/Podcast. Lesson will take three eighty-minute class periods. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that characters have external and internal conflicts (**Where).** Every person in real life deals with his or her own external and internal conflicts (**Why).** **//Students read text with 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)//.//**

37. I will read students a student sample of one or two diary entries to give them an example of what they will be creating in this lesson (**Hook).** 38. Students will know character, point of view, conflict, and important events and people such as: Rape and Murder of Susie, Abigail's infidelity, Life of Susie's love interest after her death, Jack's pursuit of murderer, Ruth's obsession with the dead, Ruth's relationship with Susie, Susie Salmon, Jack Salmon, Abigail Salmon, George Harvey, Lindsey Salmon, Buckley Salmon, Len Fenerman, Ray Singh, Ruth Connors, Ruana Singh, and Samuel Heckler (**Equip).** Students will each pick a character (other than the narrator/main character) and will fill out Journal/Diary graphic organizers for each diary entry they are to write in the perspective of that character and how the narrator/main character is affecting their conflicts(eight entries total, one for every three chapters, about 1 page in length) (**Explore).** Towards the end of the lesson students will participate in a Circle a Sage activity, where students who feel they know their character well will move to a place in the room and other students will go to each student and learn more about the character/ ask questions (**Experience).** 39. During the Circle a Sage activity students will be discussing character's external and internal conflicts and how the main character/narrator affects/causes them (**Rethink).** I will give feedback to students on each of their eight graphic organizers before they begin writing their diary entries (two to three graphic organizers a class) (**Revise).** Students will be given the opportunity to write and revise their diary entries in class (**Rehearse).** Students will peer review classmates' journal entries with students who sit in the same cluster as them to give final feedback before students write the final drafts (**Refine).** 40.Students will write a blog entry about what they learned through this lesson about character's conflicts causing another character's conflicts. They will need to try and connect what they learned to their own life in the blog. (**Evaluate).** 41. **(Tailors)** __Linguistic/Verbal:__ Students will be writing diary entries. I will also be reading student samples out loud for students to hear an idea of what they will be writing. __Bodily/Kinesthetic:__ Students will be moving around the room during the Circle a Sage activity. __Intrapersonal:__ Students will be writing their journal entries from the perspective of a character that they get to choose. __Interpersonal:__ Students work together in discussions during the Circle a Sage activity. __Logical:__ Students need to think deeply in the perspective of their character and about the character's problems/conflicts. __Visual:__ The Journal/Diary graphic organizers are a visual organizational tool for students to plan their diary entries. 42. Students will be able to self-assess how a character's conflicts affect another. (**Organize-**Self-Knowledge). Summative Assessment-Online Diary Entries (Penzu Beta). Lesson will take five eighty-minute class periods. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that characters have external and internal conflicts (**Where).** There can be instances where a person's conflicts can affect you in some way and may even cause your own conflicts (**Why).** **//Students read text with 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)//.//**

2004 ASCD and Grant Wiggins and Jay McTighe