S3+Kenison,+Alicia

=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. youtube video- Writing Tips: What Are The Different genres? [|**genre video**]  (**hook**). 3. Students will know how to make a checklist, organize information, blog and define genre terms such as poetry, expository, descriptive and technical (**equip**). Pre-assessment will be to collect previous information by giving a true or false pre-test (**explore**). Students will get a Tic-tac-toe chart to organize ideas and formulate what should be put in each blog. They will participate in a 'jigsaw' form of corporative learning in which they will compile their slideshow from. The formative assessment will be observing work speeds and concentrations on blog and making sure the groups stay on task and on track (**experience**). 4. During the 'jigsaw' students will work together to bring previous and gained knowledge to the "meeting" so that they become more familiar with what a genre really is and which genre that want to write about in the long run (**rethink**). Students will get feedback on their blogs (**revise**) and have a chance to fix mistakes (**refine**). Before students present blogs in a slideshow presentation with their group, they will have a chance to practice (**rehearse**). 5. Students will evaluate progress with learning logs and I will formatively evaluate by pure observation. I will summative evaluate by having a rubric including group and individual work as well as the grammar and spelling in the blogs. The blogs will also deal with detail, content and organization whereas the presentation will include creativity, enthusiasm and eye contact/posture. All together the students will present a product (ongoing blog and slideshow) as well as a presentation (oral) to introduce genre exploration to the class (**evaluate**). 6. Interpersonal: This intelligence will be used as the group-work (jigsaw and slideshow presentation) Intrapersonal: This intelligence will be explore in the blogging solo where students have a chance to think on their own and reflect. Visual: This intelligence will come in handy in adding creative aspects to the slideshow such as color, font, style and more. Kinesthetic: This intelligence will be motivated while moving around and showing enthusiasm in the presentation as well as working on the jigsaw together and getting a chance to stretch, sit on ground in groups, stand up, walk around, etc. Verbal: This intelligence will come in handy as students write in their blogs and are able to talk in the new definition language during the presentation. Musical: This intelligence could be put to use if the group chooses to add lyrics or a tune to the slideshow to add a creative sense to the background. (**tailor**) 7. Students will be able to demonstrate and teach each genre I taught. They will self-assess through the pre-test and by journaling in their blogs. This will allow students to have confidence. I will formatively assess through observation and summative assess by viewing the definition blogs and the slideshow presentation. The blogs will be ongoing through the whole unit. This will take about five 80 minute classes to finish the basic knowledge of what a genre is (**organize-Self-Knowledge**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * || 1. Students will understand that each genre has a specific time and place to be used (**where**). **Students understand how to use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes** (**what**). Writing in different genres enhances the reading/listening engagement for the intended audiences. Presenting it into a slideshow will help the information sink in and urge the students to become more sophisticated in speaking and writing (**why**).

=Lesson 2=

9. An introduction to INSPIRATION software and look at real magazine columns. I will chose those magazines in which my students will be interested in (Glam, Sports Illustrated, Seventeen, Golf, etc.) (Hook). 10. Students will know how organize their work through the INSPIRATION program (equip). Students will participate in a genre interview to figure out where their knowledge stands and have a 3 step interview with their neighbor (explore). They will be given a describing wheel to list thoughts as a group before exploring the new software and making webs, outlines and such (experience). The formative assessment will be based on their blogs and the INSPIRATION page they created and that will be used as a backboard to their final column. 11. During the 3-step interview, students will quiz each other on what they will be writing to help organize the flow ( ** rethink ** ). Students will get then work on their INSPIRATION and hand it in with the final product (the column) ( ** revise ** ). Students won't get a chance to fix INSPIRATION but it can be subject to change throughout the process of writing the column ( ** refine ** ). This will not be an oral presentation so there will be no rehearsal. Students will be encouraged to participate during class interview though ( ** rehearsal ** ). 12. Students will evaluate progress by blogging in their ongoing blogs and having an "exit interview" with me to explain what they are doing and where they are going with the final product. I will formatively assess them by giving the "exit interview" at the end of class. I will summative assess them grading their INSPIRATION works. These are to be detailed, error-free and organized ( ** evaluate ** ). 13. Kinesthetic: Students will get a chance to walk around the room during the genre interview. Musical: During the interview, music will be played so students have something to move to as they walk around the class. Visual: While working with INSPIATION, students can experiment with the different colors and shape, etc. Verbal: Talking about the new vocabulary will let these learners be in their "happy" spot. Logical: The use of placing INSPIRATION in a concise order and possibly numbering each part of the outline so that it flows logically. Naturalistic: I will give the students an option to work outside, sit on the window sill or hangout by our classroom tree while they work on the INSPIRATION.(**Tailor).** 14. Students will be able to adapt each genre to flow in an organized manner by adding a specific voice, diction and rhetorical effect to made it fir t the audience. They will self-assess through their blogs andI will self-assess them the "exit interview." Summative assessments will done in with a check or check plus or check minus because it is subject to change, I just want to see that it is done. This will take one 80 minute class period ( ** organize-Explanation ** ). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that each genre has a specific time and place o be used (where). Students understand how to use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes (What). Writing must have a purpose and be completely organized. We write to tell something and we write to learn (why).

16. Plagiarism guidelines and copyright video Dr. Theresa showed on Disney ( ** hook ** ). 17. Students will know what a primary source and secondary source is, they will know what copyrighting and plagiarism is and how to cite properly ( ** equip ** ). Pre-assessment will be a multiple choice quiz to see if they know what plagiarism is and how to cite ( ** explore ** ). Students will get a Venn diagram and have a round robin brainstorm group. In groups they will create an iMovie using the step by step, sequence, and flow charts. We will also have four corners post-assessment to discover what they really took in. The formative assessment will see test their knowledge and see what they brought to the discussion and what they were able to add on their own in their time to graph and analysis the differences and similarities in the different types of citation ( ** experience ** ). 18. During the round robin brainstorm groups students will work together to bring previous knowledge to the surface and try to analysis and synthesis through new data ( ** rethink ** ). Students will get feedback on their graphs they composed by themselves ( ** revise ** ) and be able to fix errors ( ** refine ** ). There will be able to rehearse before showing the iMovie to the class and must hand in the iMovie and the Venn diagram for a grade. They will be able to fix them until perfection for their consultation because I want to be sure that they understand the effects plagiarism brings to the table and the importance of citing properly ( ** rehearse ** ). 19. Student can elevate their process in the blogs and I will formatively assess by making sure everyone is diligently working and asks questions when needed. I will summative evaluate by grading each Venn diagram on a rubric of understanding. But after a grade is given they will be able to fix if they choose to. They will graded by rubric on the “fair use” video they created using iMovie software ( ** evaluate ** ). 20. Intrapersonal: This intelligence will be used as they work solo in creating a diagram with the similarities and differences of the different citing techniques and keeping the classroom quiet and productive. Logical: This intelligence is needed in making the graph as neat as it can be. Musical: I will allow students to listen to music with headphones if they choose to make the project suit their needs. Visual: This intelligence focuses on the size of the graph and how they go about creating it to be creative or not in their own ways. Naturalistic: Giving them the opportunity to work outside or to make the bubbles of the diagram in the shapes of leafs, raindrops, animals, etc. Kinesthetic: I will give them time to "break" and look at others designs and to mainly walk around the room to get their "sillies" out and settle back down into a normal, quiet atmosphere ( ** tailor ** ). 21. Students will be able to compare and contrast the differences and similarities between sources and citing (MLA/APA). Self-assessment will be relied upon through blogging and an end of task questionnaire. Summative assessment will be done in rubric form on the completion of the vein diagrams. This lesson will take five 80 minute class periods along with homework time ( ** organization-Empathy ** ). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * || 15. Students will understand that the best papers apply aspects such as citation, diction, voice and added effects to keep the audience focused ( ** where ** ). ** Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes ** ( ** what ** ). Students will know the difference between MLA and APA as well as what a primary source and a secondary source is at the end of this lesson ( ** why ** ).

=Lesson 4=

23. I will show the poem, “Eye Halve a Spelling Chequer” in hopes that a discussion about editing will begin and I will also show off a work of mine before editing and see what students think needs improvement and ask how they would critique my work and then interactively have them come to the projector and make changes. At the end I will show how my work looked when edited my one of my peers/spouse/friend. Finally I will introduce the good and the bad side of editing and how it is not just changing one word but deleting, adding and flipping things around (**Hook**). 24. Students will know how to give positive feedback, know what to avoid in critiquing and be able to check for spelling and grammatical errors. They will also be in charge of keeping a checklist and making sure they follow each step to a T (**equip**). A pre-test will be an oral discussion on how they have edited in the past so I will know where we have to go in the future to get them where I need them to be to succeed (**explore**). They will be given a fact and opinion chart, to chart the bad versus the good. And be put in partners by using the inside-out circle method to come up with a Comic Life to depict the good vs. the bad (**experience**). The formative assessment will be on how well the pair designed their Comic Life to fit what an editor should do and what they should avoid in editing in the future. 25. During the partner groups, students will discuss what type of editing should take place and what that should stay away from (**rethink**). Students will get feedback from their Comic Life as to where they should improve in editing skills and what they can leave out as well as editing others free-writing exercise to practice their new learned skill (**revise**), but for this assignment I would let them fix things because it is just a practice task before they actually edited someone's work (**refine**). They won't get a chance to practice because it won't be an oral presentation, but will have a few minutes to overlook the project before handing it in (**rehearse**).After the Comic Life and feedback sandwiches, students can make changes for when they have the consultation. 26. Students will evaluate progress by blogging in their ongoing blogs about how their pair got along, who did the most work, who slacked, etc. and I will formatively evaluate by jotting down notes and giving a quick exit interview at the end of class. I will summative evaluate with a rubric based on grouping, creativeness, how well they learned the topic, spelling and grammar along with content area and making sure it is relevant (**evaluate**). 27.Interpersonal: This intelligence will be put to use by working together, communicating and finding out key reasons as to why one is bad and one is good ways to edit. Naturalistic: This intelligence will be used during the free-write, where students can write and describe an event or object that is outside. Kinesthetic: This intelligence will be used during the inside-out circle along with the movement discussion of the Venn diagram. Spatial: This intelligence is used to dive into the color scheme of the Comic Life. What spots need to stand out, where text should be place, whether a picture should be large or small, etc.? Musical: This intelligence is used during the inside-out circle. I will play music as the circles rotate and then stop the music when I want the Q & A to begin. I will have students bring in music they enjoy and play several different songs throughout this activity. I will also use music as a signal for when work should be happening. Linguistic: Making sure that they use the right language in the correct context. Intrapersonal: This intelligence is used when students participate in the free-write activity as well as through personal blogs and self-editing (**Tailors**). 28. Students will be able to consider the pros and cons of writing through reading peer drafts and editing while using the rubric as a guide. They will self-assess themselves in blog form and I will know where they are at by the class discussion on the introduction day of the lesson. Summative assessment will be done in rubric form as to the creativity and knowledge gained by using ComicLife to show the "bad" and "good" ways to edit peers and self. This lesson will take about six 80 minute class periods (**organize-Perspective**). || =Lesson 5=
 * //**Consider the W.H.E.R.E.T.O. elements**. **(L)**// ||
 * 22. Students will understand that the best papers must be well-edited and organized and learn how to effectively peer and self-edited before handing in a paper (**where**). **Students understand how to use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with the target audiences for specific purposes** (**what**). Writing is not just for self, instead, it is meant for others. We learn through the help of others critiquing and editing and through our own back-tracking to tweak and perfect a piece of writing in the intended genre (**Why**).

30. I will show off columns from the past and present Podcasts (with permission of course) ( ** hook) **. 31. Students will know how to write in a type I manner and how to perform in a type II way as well as how speak in front of an "important" audience. They will be in chance of keeping an idea wheel and a 5 W’s chart to chart progress in their writing ( ** equip ** ). The framework will be their bogs that they have kept for the past 3-6 weeks ( ** explore ** ). They will be setup in groups for a team pair solo and me for a 3-minute review before they present to the editor ( ** experience ** ). 32. The 3-minute review session will allow students to prepare for their presentation a tweak what they need to ( ** rethink ** ). Students will get feedback from their peers ( ** revise ** ) and b able to fix mistakes before the essay, blogs and podcast is turned in ( ** refine ** ). They will have a chance to practice before the classroom turns into Ms DeVille’s office ( ** Rehearse ** ). 33. Students will be evaluated by how diligently they worked and prepared (formatively) and through the rubrics handed out earlier (summative). They will also have a last blog entry on how they think they did and how I could improve my unit for the following year ( ** evaluate ** ). 34. Logical: Being organized and keeping track of all data handed out through the unit. Verbal: Getting up and speaking in front of the "important" audience that flew in from NYC. Kinesthetic: Gestures and body language used during presentation. Visual: Allowing them movement, time to setup and rearrange furniture to their liking. Intrapersonal: Giving the students 5 minutes of "quiet" time to process what they are going to do during th presentation and time to reflect by themselves afterwards. Interpersonal: Being able to perform in front of the class and throughout the 3-minute review session with peers. ( ** Tailor ** ). 35. Students will be able to self-assess and peer assess their drafts to assure that they are error-free and while organized before handing them in to be graded. They will gain confidence to pubic speak and hopefully be proud of their accomplishments. They will self-assess in blogs and be summative assessed through the rubrics. The lesson coincides with lesson 5 and will take about six 80 minute class periods ( ** Organize-Interpretation ** ). ||
 * //**Consider the W.H.E.R.E.T.O. elements**. **(L)**// ||
 * || 29. Students will understand that the best papers apply aspects such as citation, diction, voice, and added effects to keep the audience focused as well as being able to self and peer edit ( ** Where ** ). ** Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific ** purposes (** What ** ). Students will complete their type I project (the column) and finish the podcast as well as finish the blogs to succeed as writer and gin confidence ( ** Why ** ).

=Lesson 6=

37. I will show a few grammar Girl Podcast and maybe the morning news to sow how students should interact with their audience ( **hook **). 38. Students will know how to use Garage Band software and learn how to change their voices for their audience. They will be given sequence, step-by-step and time line charts to keep up with the sequencing of the Podcast ( **equip **). A way of pre-test would be introducing Garage Band and getting to know what they know about how to use it ( **explore **). They will be put into round table groups and think-pad brainstorming groups to discuss their columns to an extend before going off and recording alone ( **experience **). The formative assessment will be on how well the pair shares go and their progress in making the Podcast for the end of the unit. 39. During the think-pair share groups, students will discuss what they will be doing for their Podcast ( **rethink **). Students will get feedback from their Podcast before they actually present it to the editor ( **revise **) and have time to fix mistakes before final presentation and the real grade is given ( **refine **). They will then be able o test their project before they present to Ms DeVille and the other inspiring columnists ( **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">rehearsal **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">). 40. Students will evaluate progress by blogging. I will summative assess by rubric on both oral and podcast points of view and formatively assess through pure observation ( **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">evaluate **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">). 41. Interpersonal: discussing and talking through what you are doing with your peers to build motivation and confidence in your work. Intrapersonal: Working solo on the production of the podcast. Visual: Giving your students leeway to work where they feel comfortable while producing their project. Musical: Making sure that they include music in the Podcast that fits with their topic and flow with the story line. Kinesthetic: Allowing movement in halls, to neighbors, outside and to the board so that they can be productive but comfortable. Naturalistic: Bringing sounds from the outside inside (ocean, birds, etc) and letting the wind in through the windows while they diligently work. ( **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">Tailor **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">) 42. Students will be able to represent a specific genre clearly through the voice they take on in the podcast and by the aid of their blogs. They will self-assess through blog entries and have a pretest question session with the class. I will formatively assess through observation and summative assess through the Podcast rubric given in Stage 2. ( **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">Organize-Application **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">). This will take six 80 minute class periods because it also coincides with lesson 5. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">36. Students will understand that the best papers apply aspect such as diction, voice and appeal to audience ( **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">where **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">). **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communication with target audiences for specific purposes **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">(**What**). Students will learn how to make a Podcast by using Garage Band and tell a story in a voice suited for the audience (the editor) ( **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">why **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">).

2004 ASCD and Grant Wiggins and Jay McTighe