S3+Fitzpatrick,+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 Intelligences)
 * 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. Sarah Cynthia Stout Would Not Take Out the Garbage by Shel Silverstein as an example of hyperbole accompanied by a video illustrating the poem. **(Hook)** 3. Students will know the terms of character, climax, conflict, context, metaphor, mood, motif, setting, theme, tone, tragic flaw, euphemism. **(Equip)** Students will be given a Cluster Graphic Organizer (4) at the beginning of the lesson students will be appointed a term. As I teach the lesson the student will pay careful attention when I get to their term (and write key points for the others) to get as much information about their term as they can and write it in the bubble for that term. **(Explore)** They will then form a group and perform the Jigsaw activity with students who have different words then they do and teach their word to their group until all bubbles are filled in with different literary devices words. **(Experience)** 4. In the course of the jigsaw activity students will have the time to discuss various literary terms. Students will then have the opportunity to think over how they have defined their term. **(Rethink)** As students are sharing in their groups I will encourage peer responses--have students really listen to each other and ask questions. This will allow students to discuss their first drafts aloud before they write them online. **(Rehearse)** After they submit their wikipage explain their literary term I will comment on their page feedback as to what they could change to get a full grade and allow deeper understanding of their work. **(Revise)** 5. Use a rubric that allows students to evaluate their work before I grade it myself. That way, students know that is expected and what they will be graded on. **(Evaluate)** 6. Following intelligences are used in my lesson **(tailor)**: 7. Student will be able to use the literary devices to explain text. (**Organize**- application) Summative assessment- wikispace. Lesson will take two to thee eighty minute class periods. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand literary devices are prevalent in fiction. **(Where)** **//Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and literary devices help shape the reader's response.//** **(What)** Learning how to see and use literary devices makes reading writing more interesting and enhances how you read text. **(Why)**
 * Linguistic: Students are learning new vocabulary words. They will also deduct from the poem and lines from the poem what a hyperbole is.
 * Intrapersonal: Completion of the graphic organizer during lesson.
 * Interpersonal: Work in jigsaw groups.
 * Visual- Video accompanying poem (which illustrates the poem), use of the graphic organizer.
 * Musical- When learning various terms (such as onomatopoeia students will listen to Old MacDonald to get an idea of what onomatopoeia is)
 * Bodily- Have two students who are bodily learners demonstrate a simile and a metaphor by getting in front of the room and having a conversation in either similes or metaphors to demonstrate what they are.

9. Students will read the fictional iCarly blog to get an idea of how a character blog is done. **(Hook)** 10. Students will know character, Pro-life, Pro-choice, unwind, boiled, kicking AWOL, Juvey-cops, acrid, chop shop, StaHo, tithe, clappers, Bill of Life, boeuf, storked. **(Equip)** Student will be given a flow chart where they can plot important parts of the story as they pertain to their assigned character. **(Explore)** They will form three group teams of each of the main characters and discuss how you would react to being unwound compared to that of your character--have students bounce ideas of from each other on how they think their character would react in various situations so students can get a better idea on who their character really is. **(Experience)** 11. Within the team sharing on their character, students will have the chance to come up with ideas on how they want to characterize their character using how their other team members will define their character questions they have. **(Rethink)** In groups, I will have students draft out their first blog entry on paper and read it aloud to their group, that way they have the chance to think about what they want to say before they post it onto their blog. (Rehearse) With their read aloud students will be able to comment on what parts of the blog that seem good and which parts should be changed. This helps students to refine their blog before they even put it up on the web. **(Refine)** 12. Students will have a checklist to self-assess. This same checklist will be what is using to assess the blogs that are created. 13. Following intelligences will be used in my lesson **(tailor)**: 14. Students will be able to assume the role of a main character from the text. (**organize-**empathy) Summative Assessment- blog. Lesson will take remainder of unit to complete. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand applying the text to today can help comprehension. **(Where)** **//Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and literary devices help shape the reader's response.//** **(What)** Comparing your life to a fictional character will make you more accepting of other people. **(Why)**
 * Intrapersonal- Students will work on their flow chart alone during the discussion of the chapters they read for homework.
 * Interpersonal- Students will work together in their character groups.
 * Musical- during the book discussion I will play popular music. I will have them reflect on whether they think their character would like this music, and if not what they believe their character would listen to.
 * Logical- Students will have to do deep thinking of the mannerisms and thinking of their character.
 * Visual- Use of the flow chart to organize ideas from the discussion.
 * Linguistic- Creating a piece of writing to explain their character.

16. I will create my own Comic Life on a superhero that uses his knowledge of plants, animals and the outdoors to solve a mystery of where Conner, Lev and Risa have disappeared to. **(Hook)** 17. Students will know foreshadowing and climax. **(Equip)** Students will be given a sequence chart to organize thoughts on how they wish to lay out the rest of the story. The first box gives a place for students to explain the last event that occurred, followed by a number of boxes that allow students to think of various events that could occur followed by the final box where the student can create their own ending. **(Explore)** After students have created their summative assessment ComicLife projects, they will bring in their project to share in a three-step interview. During the interview they will see how other people approached the foreshadowing assignment. This will give students the chance to make changes to their own comic book before I grade it. In these groups students will also go over their partner's comic books with each other and grade them with a rubric on what items should be included when foreshadowing. **(Experience)** 18. In the three-step interview and seeing how others completed their comic book each student will get a chance to go over their own comic book and decide what aspects they like and which they don't. **(Rethink)** By bringing their comic books into class the students also get the chance to try out how they wish to present their comic books to the class but in smaller groups. **(Rehearse)** After students present their books in small groups they will then get a chance to score their teammate's books with a sandwich style critique so students have the proper feedback to fix their books before they are graded. **(Refine)** 19. Students will have the same rubric I will use to score to assess each others books. **(Evaluate)** 20. Intelligences used in this lesson are **(tailor)**: 21. Students will be able to predict what will occur next in the text. (**Organization**- explanation) Summative assessment- Comic Life. Lesson will take two to three 80 minute classes to complete. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand literary devices are prevalent in fiction. **(Where)** **//Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and literary devices help shape the reader's response.//** **(What)** If students can predict what will happen in a novel, they will learn how to foreshadow thus creating more powerful writing pieces. **(Why)**
 * Interpersonal- As students work in groups they will display their ability to work together.
 * Intrapersonal- Students will complete comic book on their own.
 * Visual- The use of comic life will benefit the visual learners as they will be able to see where they think the novel is going.
 * Naturalistic- Inclusion of naturalistic superhero to explain how effective comic books are in learning.
 * Linguistic- Students will be using a literary device to tell a story.
 * Musical- Students will be allowed to use music to lead into the final presentation of their comic book to give more emphasis to what is happening in their book (a sad song for a sad ending, a happy song for a triumphant ending.)

23. Students will watch an interview between [|Barbara Walters and Miley Cyrus] to get the idea of how an interviewer works. 24. Students will know character, tragic flaw, and time line. **(Equip)** Students will be given a (modified) T-Chart to organize thoughts of what questions would be beneficial to ask the three guests. **(Explore)** Students will form four person groups, and after discussing what questions will be beneficial and what should be incorporated in their interview a Numbered Heads Together activity will ensue where the students will answer questions on their particular character in their movie. **(Experience)** 25. During the Numbered Heads Together activity, students will be able to see how other students in the class are approaching the same assignment which gives students a chance to rethink how they are approaching the assignment. **(Rethink)** The groups of four will first complete a script of their movie. They will be asked to bring this script to class and pass in so I can give them ideas on how to make it to the best quality. **(Rehearse)** After students get their marked scripts back, they will trade with another group and give feedback on the other groups scripts in the Sandwich format. **(Refine)** 26. I will assess the student's understanding of the characters during the Numbered Heads Together activity--as different members of the group discuss their questions I will check for understanding. 27. The following intelligences will be used in this lesson: 28. Students will be able to compare the story to today's world. **(Organization-** perspective**)** Summative assessment- iMovie. Lesson will take five to six 80 minute lessons to complete. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that applying text to today can help comprehension. **(Where)** **//Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and literary devices help shape the reader's response.//** **(What)** When students compare their lives to the lives of the characters, a better comprehension of the characters and thus the novel will be reached. **(Why)**
 * Bodily: Students will have to act during the summative assessment of this project. It would also be a good idea for students to rehearse what they are planning on doing in the movie.
 * Interpersonal- This is the first actual group activity, and the rubric will have a section on teamwork. Being able to work well together will definitely benefit the group in the end.
 * Linguistic- A script must be made up before the team can begin filming. This forces the team to write up a script--which they will pass in along with their movie.
 * Logical- In order to complete a successful interview, the editing process is important and can be done creatively to enhance effects of interview. As students complete editing portion of this task, they will be asked to constantly think of why it is that they are putting things in a particular order--does this maximize understanding of the interview? is your interview more entertaining in this format, or could it be changed and made more entertaining?
 * Visual- the graphic organizer will serve as a rough storyboard of how the team plans on tackling the project-- how will they ensure they reach all the points they want to?--Have students return to their graphic organizer to see which points they have encorporated and which they have left out.
 * In the reflection section students will be asked to complete reflection on their own. Questions on personal experiences with project will be asked.

30. Students will use the Inspiration software to make a map of themselves to get them interested using the Inspiration software.**(Hook)** 31. Students will know climax, conflict, context, and setting. **(Equip)** Students will use a Cluster/ Word Web (1) to draft idea- important events in the text- as a draft for the concept map. **(Explore)** Students will use Round Robin Brainstorming to come up with different events that are of significance during the novel. **(Experience)** 32. Students will work in groups to complete the Round Robin Brainstorming activity while starting to complete their word web. This way, they will not only have their ideas but also the ideas of their peers to think about while completing their Inspiration project. **(Rethink)** The rough draft of the Word Web will give the students an idea of how their webs should look along with what they should be putting on them. **(Rehearse)** Once their electronic concept map is complete, students will pass two copies in: one to me and one to a partner. We will each evaluate the map on completion and the ideas present. Did the author fully explain themselves? What could they have done differently to have the map more creative? Once the feedback is in the student can turn in a more complete map. **(Refine/Revise)** 33. Students will be formatively assessed by writing a short paragraph about their thinking during this assignment--why did they put different events where they did on their map? How did they decide which events were significant enough to include in the concept map? **(Evaluate)** 34. The following intelligences will be used in this lesson: 35. Students will be able to critique the structure of the text. **(Organization-** interpretation) Summative assessment- Inspiration. Lesson will take about two 80 minute classes to complete. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that structural features of the text help to define work. **(Where)** **//Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and literary devices help shape the reader's response.//** **(What)** Using a concept map will show another way to organize one's thoughts. **(Why)**
 * Visual- Use of the software Inspiration to complete the summative assessment will definitely help the visual learners to fully understand what happened in the book.
 * Naturalistic- Students will be asked to reflect on the various settings of the book. How would different settings change the way the book played out?
 * Interpersonal- Students will work together in groups to come up with ideas on what they should incorporate in their concept map. They will be able to start filling out their graphic organizer at this time.
 * Intrapersonal- The final project using the Inspiration software will be completed alone so the students can add in their personal opinions of the happenings of the novel.
 * Logical- Students will be asked to create a time line of the novel (with descriptions of what happened and how different scenarios could have been played out differently. This will force the students to think deeply about the novel.
 * Linguistic- As a reflection, students will be asked to create a short response on why they placed things where they did in their web--did they seem more important? where these points your favorite in the book? if you were the author would you rework the books events?

=Lesson 6=

37. Students will listen to my own student sample of this assignment to see how it could be completed. **(Hook)** 38. Students will know character, climax, context, metaphor, motif, setting, theme, and tone. **(Equip)** Students will given a persuasion map to start the pre-writing process of which points they will try to make in their story. **(Explore)** Students will create team-pair-solo groups to first start the thinking process of what topics they could use (team). They will then move to pairs to formulate different points they could make (pair). Students will then work alone to complete the graphic organizer. **(Experience)** 39. Once everyone has decided which topics they would like to use, I will go around the room and have students share their topic and explain what they plan to do with it, this will give other students who are unsure a jump start on thinking of what they would like to do with their topic. **(Rethink)** Students will have the chance to play with the Garageband software before using it to complete their project. We will do this in manner so they can see the full potential of the software before they just record their stories. **(Rehearse)** Students will turn in the paper version of their story to me. I will review the story based on accurate content, and whether or not they followed the guidelines of //Unwind//. **(Revise)** 40. Students will know what is expected during this assignment by using the two rubrics that they will be graded with. **(Evaluate)** 41. The following intelligences will be used in this lesson: 42. Students will be able to reflect on the story by creating their own story structurally similar to that of //Unwind//. **(Organization-** self-knowledge) Summative assessment- Garageband. Lesson will take seven to eight 80 minute classes to complete. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that structural features of the text help to define work. **(Where)** **//Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and literary devices help shape the reader's response.//** **(What)** By creating their own interpretation of the novel they will understand that the structure of a piece of work effects how the story is told. **(Why)**
 * Musical- students will use their ability to just tell a story to really convey their ideas for this project by using Garageband. Also, it is expected that music and other forms of sound effects will be used to enhance product.
 * Intrapersonal- This is really a project that allows individual students get creative and show what they can do. Students will be urged to use their own ideas when it comes to this project.
 * Linguistic- Students will be asked to write, edit and revise their own paper short story before completing their Garageband. This will help students who would not be able to come up with a story off the top of their head really complete a project to the best of their ability.
 * Visual- Visual learners will use the persuasion map to assure they hit all of the points necessary in their story in order to win over the hearts of as many citizens as possible.
 * Interpersonal- By working in groups, students who think best by bouncing ideas off each other will be able to come up with the most original ideas and themes for their story.
 * Naturalist- Students will be urged to really explain the despair that their current time is in--from settings to the how it looks when you look out a window--is it pretty much the same? is it a war zone?

2004 ASCD and Grant Wiggins and Jay McTighe