S3+Cooper,+Susanna

=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= 1. Students will understand that each narrative has a plot that conveys complex ideas. **(where)** MLR: //**students write narratives that convey complex ideas, observations, events, or reflections.**// **(what)** By understanding story plots we can break down the message of any story. These messages tend to apply to our lives. **(why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

2. The hook will be watching a quick cartoon strip. **(hook)**

3.Students will know about plot, conflict, exposition, climax, falling action, resolution, events, protagonist, antagonist, characters. **(equip)** The formative, pre-assessment will be a pop quiz on students knowledge of the different parts of a story plot. Students will use a plot outline to figure out major parts of a story they will create. **(explore)** For team work, I would ask groups a question about different parts of the plot: Number heads together. Students would share the answers when I called their number out loud. **(experience)** pre-assessment/ formative assessment: Students will jot down the rising action, falling action, and conflict of the short cartoon that the students watched at the beginning of class.

4. When students are working in groups they will be rethinking what they know about plot when listening to others in the group.**(rethink)** Students will get a chance to revise their plot after we have discussed more about plot in groups or as a class.**(Revise)** They will refine the plot diagram and their story ideas after getting my feedback. **(refine)**

5. The formative assessment will be a pop quiz on students knowledge of the different parts of a story plot. The summative assessment will be a detailed plot outline created in Glogster. **(evaluate)**

6. Examples of the intelligences the students will use are: **(tailor)**


 * Verbal: ** Students will talk in groups and present their ideas to the class.
 * Visual: ** Students will visualize and plot out their story ideas.
 * Intrapersonal: ** Students will think about their plot ideas.
 * Interpersonal: **** Students will be ** working in groups and talking.
 * Musical: ** The class can discuss what music works well at different parts of the plot and why.
 * Bodily: ** Students will walk around and stand up in the classroom when doing Number Heads together.

7. Students will be able to make sense of the rise and fall of the plot and the major conflicts that took place **(organize) (explain)** Summative assessment- product: Glogster plot outline (80 minutes and 3-4 days) || =Lesson 2=

8. Students will understand that figurative language helps clarify and enhance the ideas and emotions. **(where)** MLR: //**students write narratives that convey complex ideas, observations, events, or reflections.**// **(what)** There will be points that we will want to make in life, and understanding ways in which we can creatively say theses points or messages can convince or sway whoever we are talking to. **(why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

9.The hook will be a rock, paper, scissors type game, except with metaphors, personification, and similes. The person who wins loses has to use the term they lost in a sentence. **(hook)**

10. Students will know about metaphors, foreshadow, similes, and characters- antagonist and protagonist. **(equip)** The formative, pre-assessment will be a journal entry for students to think about their favorite all time character from a book and why it was their favorite, what made that character cool? Students will use a character sheet to come up with some characters for future stories. **(explore)** Round robin brainstorming would be used when I ask the students to come up with as many sentences using a terminology that I assigned a group as possible. I would assign a subject, such as animals, and there would be a certain time limit to see what could be generated. **(experience)** pre-assessment/ formative assessment: pop quiz, matching terms to definitions.

11. Students will rethink their story I would have them be working on after we discuss these terms. **(rethink)** They could revise their story and add in more diction.**(Revise)** After peer editing they can refine their blogs and story again. **(refine)**

12. The formative assessment will be a journal entry for students to think about their favorite all time character from a book. The Summative assessment will be multiple blogs assigned over the unit. The blog will be of the character they created, telling life stories, using different terminology that the class has learned throughout the unit. **(evaluate)**

13.Examples of the intelligences the students will use are: **(tailor)** I**ntrapersonal:** Students will be creating their own blogs by themselves, where they reflect on a prompt I give them and they write about it. 14. The students will be able to consider how the story structure is effective with the use of figurative language.**(organize) (explain)** summative assessment- product: A blog. (80 minute class periods, finished when unit is closing or completed) || =Lesson 3=
 * Interpersonal: ** Students will work in groups during class and practice generating creatively written sentences.
 * B**odily kinesthetic: Students will be moving around the room when pairing up and making sentences and when playing Metaphors, Simile, Personification.
 * Visual:** Students will be having to visualize what their characters will be like, for example what facial structure the character will have and how can it be presented in the correct words.
 * Natural:** When students are working in their groups creating the figurative sentences, I will assign the subject, mostly animals and other natural subjects.
 * Verbal:** I will have students present the creative sentences they generated from the topic I gave them. Each student will present at least one sentence example.

15. Students will understand that different narrative strategies effectively convey the message or point.**(where)** MLR: //**students write narratives that convey complex ideas, observations, events, or reflections.**// **(what)** There will be lots of times throughout life that we will want to make a point. If we have to write down and present a point then we need to understand what strategies was can use to make this point clear and not forget any main messages**. (why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

16.The hook will be me reading to the students an all time loved children’s book. After the book is finished we will analyze how it uses figurative language. **(hook)**

17.Students will know about plot, conflict, exposition, climax, falling action, resolution, events, protagonist, antagonist, characters, metaphors, similes, and foreshadow. **(equip)** The formative, pre-assessment is a questionnaire about metaphors, similes, and foreshadow. Students will create a story map to show their plot outline. **(explore)** Think-pair-share would be used when I asked the students three questions, dealing with plot, about a short story I would read to them aloud. **(experience)** Their pre-assessment/ formative assessment would be to write down a sentence using the terminology we have learned thus far when I tell them the word.

18.Students can rethink plot details as they think, pair, share.**(rethink)** They may want to revise their story map afterward **(Revise)** Depending on the changes the students make on their own or with me, they will need to refine their comic life cartoons before turning them in. **(refine)**

19. The formative assessment will be a questionnaire about metaphors, similes, and foreshadow. The Summative assessment will be the students own story/ cartoon book that they created in comic life. **(evaluate)**

20.Examples of the intelligences the students will use are: **(tailor)**
 * Visual: ** Students would watch me as I read the children’s book and they looked at the pictures.
 * Intrapersonal: ** Students relate to memories of when this book was read to them, or can relate to story plot.
 * Nature: ** I would choose a book that had some form of nature in it.
 * Interpersonal: ** Students work in pairs during think, pair, share
 * Logical: ** Students will need to do a lot of thinking about their own plot and how they can incorporate things like foreshadow into their story
 * Body: ** Students can act out there comic life when presenting it to the class, if possible.

21. Students will be able to produce their own narrative stories by using the narrative strategies**.(organize)** **(explain)** Summative assessment- product: ComicLife. (80 minute class period, 4 classes) || =Lesson 4=

22. Students will understand that figurative language helps clarify and enhance the ideas and emotions. **(where)** MLR: //**students write narratives that convey complex ideas, observations, events, or reflections.**// **(what)** There will be points that we will want to make in life, and understanding ways in which we can creatively say theses points or messages can convince or sway whoever we are talking to. **(why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

23.The hook will be a game of "adjective pass", where students will write a simple, bland sentence then give it to someone else around the room, who will add adjectives and describing words and specific verbs to make the sentence much clearer, so that everyone pictures the same thing when the sentence is read aloud. **(hook)**

24.Students will know about paradox, symbolism, personification, antagonist, protagonist, conflict **(equip)** The formative, pre-assessment will be a journal entry where the students write a poem, non rhyme, reflecting on something they don't understand very well so far. By using a "main idea and supporting details chart"- a flow chart in inspiration students can practice taking a sentence, the main idea, and expanding it with supporting ideas/ detail. **(explore)** Team- pair -solo would be used when I ask the students to define the terms we would discuss that day: paradox, symbolism, etc. After coming up with a definition as a group and getting it "oked" I would have pairs create an example, then I would have individual students do more examples. **(experience)**

25. Students will rethink the terms and how they apply to their work as groups discuss some of the terms. **(rethink)** Students can revise their stories and flow chart. **(revise)** The more we discuss the terms, the more the students can refine their garage band project. **(refine)**

26. The formative assessment will be a journal entry where the students write a poem, reflecting on something they don't understand very well so far. The Summative assessment will be a recording in Garage band where students will tell of a spooky experience, using lots of figurative language to heighten the scene. **(evaluate)**

27.Examples of the intelligences the students will use are: **(tailor)**
 * Verbal: ** Students will be presenting their verbal story.
 * I**nterpersonal: Groups will work and share together during team-pair-share.
 * Musical:** The students can create a song with their poem/ formative assessment.
 * Visual:** Students practice visualizing a passage as they describe the story in Garage band
 * Intrapersonal:** Students will create the garage band performance by themselves
 * Logic:** Students will use logic to discuss and think deeply about the themes I present them during Think, pair, share.

28. Students will be able to analyze the figurative language in a passage and determine how it was effective at visualizing a passage**. (organize) (explain**) Summative assessment- product: Garage Band. (80 minute class period, 2 classes) || =Lesson 5=

29. Students will understand that different narrative strategies effectively convey the message or point. **(where)** MLR: //**students write narratives that convey complex ideas, observations, events, or reflections.**// **(what)** It is important to know and use different narrative strategies like diction and who is the audience in order to clearly convince someone or make a clear statement. **(Why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

30. Students will go on to Google Earth and have 5 minutes to find a random "unknown" place to "call their own" preferably an island**.(hook)**

31.Students will know about foreshadow, protagonist, antagonist, rising action, conflict, falling action **(equip)** The formative, pre-assessment will be answering a question on an exit/ enter card on foreshadowing. Students will create a timeline showing events that take place on the island. **(explore)** Three minute review would be used in the middle of my lesson. I would ask students to form into groups and they would have a short amount of time to answer a question by acting it out or putting the answer in song form.**(experience)**

32. Students can rethink their island concept when I have pairs meet and share their "island". Their partner may give them some ideas to incorporate into their new world they are making. **(rethink)** Students will revise their story over the next few days as I present problems that may occur, such as tropical storms. **(Revise)** Students can have time to rehearse for their presentation of the I-Movie and where their land is located.**(rehearse)** Their story will be refined over time as the problems are presented. I will also conference with the students on their story and I-Movie. **(refine)**

33. The formative assessment will be answering a question on an exit/ enter card on foreshadowing. The Summative assessment will be an I-Movie virtual tour of the "special" island so that tourist can become interested and go there**. (evaluate)**

34.Examples of the intelligences the students will use are: **(tailor)**
 * Visual: ** students will have to see different places on Google earth and explore them quickly with their eyes.
 * Natural: ** the students will be looking at land forms when finding their "land" on Google earth.
 * Musical: ** students will add appropriate music to there virtual tour. It can be some they wrote also.
 * Bodily: ** Students will answer my question I ask during Three Minute Review by acting it out.
 * Interpersonal: ** Students will need to work together when acting out their answer.
 * Intrapersonal: ** Students will reflect individually on how they want their island to be.

35.Students will be able to demonstrate different strategies for presenting the message of a piece. **(organize) (explain)** Summative assessment- product: iMovie virtual tour. (80 minute class period, 3-4 classes) || =Lesson 6=

36. Students will understand that each narrative has a plot that conveys complex ideas. **(where)** MLR: //**students write narratives that convey complex ideas, observations, events, or reflections.**// **(what)** By understanding plot elements students can predict and better understand how most written works are set up and can the message can be pulled out easier. **(why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

37. The hook will be "pizza pieces" paper pizza slices which students will write a sentence on. Then they will group up with 5 other people and put the pizza together, making a funny story. **(hook)**

38.Students will know about plot, rising and falling action, protagonist, antagonist, **(equip)** The formative, pre-assessment will be a pop quiz again to see how far along the students have come and see if there is still any lingering points that need to be addressed. Students will use the 5 "Ws" Who, what, where, when, and why when taking their hook and creating a story from it. This graphic organizer helps them to create their plot**. (explore)** 3 step interview would be used in this lesson to help students answer the 5 "Ws" about them selves. This will help the students see what hey need to do with their character building and allows them to see what type of character they are going to make by thinking about themselves and their partners. **(experience)**

39. Students will begin to rethink how they use characters in their story**.(rethink)** They may wish to revise their blog since their blog is based on a character they have created.**(Revise)** They will refine their characters they created more as they begin to work on their final project. **(refine)**

40. The formative assessment will be a pop quiz again to see how far along the students have come and see if there is still any lingering points that need to be addressed. The Summative assessment will be a wikipage that the students create as a guide for 5th and 6th graders to understand plot and characters better and see ways of discovering ways to make a good character. **(evaluate)**

41.Examples of the intelligences the students will use are: **(tailor)**


 * Interpersonal: ** Students will work in groups during the three step interview.
 * Intrapersonal: ** Students must reflect individually on their wikispaces.
 * Logical: ** students must think how to say what we have learned in a clear and easy way to understand for younger kids to learn.
 * Body: ** Students will be moving around the room for 5 or more minutes when creating their pizzas, going form person to person.
 * Visual: ** Students will make a visually appealing wikispace that will attract younger kids, so it will need to have lots of colors and look appealing.
 * Verbal: ** students must communicate effectively back and forth when interviewing each other.

42.Students will be able to realize that the plot has major ideas from the narrative. **(organize) (explain)** Summative assessment- product: wikipage/ website. (80 minute class period, 4-5 classes) ||

2004 ASCD and Grant Wiggins and Jay McTighe