S3+Merrifield,+Jared

=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 Intelligence)
 * 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. Start telling a riveting story, one that I made up myself or found from an outside source, but do not reveal the falling action or resolution and have students ponder how the story might have ended. 3. Students will familiarize themselves with the basic plot of __Harry Potter and the Sorcerer's Stone__, identifying the beginning, body, rising action, main conflict, climax, and resolution in terms of the story itself. (Equip) An effective pre-assessment method would be to distribute a brief quiz telling students to re-order a sequence of simple events in a way that makes the most sense and best pertains to story structure, identifying each point along the way. A sequence chart would best exemplify this. (Explore) Students will participate in a think-pair-share exercise after I pose the question of how much different a story would be if there was no conflict, no resolution, etc... (Experience) To demonstrate that they are aware of plot structure, students will post a blog entry consisting of an original short story that they wrote themselves (it can be __Harry Potter__ related, if desired), allowing feedback from others. 4. Students will be able to revise their stories posted on the blog after others supply the feedback. They will post revised drafts of the story and identify the changes they have made, ensuring that the story has a steady flow. 5. Formative assessment will include the edited blog entries along with what they have learned from the lessons and the feedback provided. 6. Tailors Linguistic: Students will study the practice of story reading and writing Logical: Students will identify the correct sequence of events in a short story Interpersonal: Students will work in pairs when discussing story structure and provide feedback for others' work Intrapersonal: Students will rely on their own creativity to construct an original story Naturalistic: Students of naturalistic aptitude may think of this lesson as "putting the pieces together" to create a working environment Musical: A good analogy that would apply to musical students would be that a story has to have a good rhythm; otherwise, it's just a string of "sour notes" 7. Students will be aware of the importance of plot structure. Organize (Self-knowledge). Summative assessment product: blog entry - 1-2 80-minute classes. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that every text has a plot, including a conflict. (Where) //**Students will read fiction, nonfiction, drama, and poetry, with a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and literary devices help shape the reader's response.**// (What) Structure is one of the most important aspects of a literary text; without one, the text would be disjointed and incomprehensible. Plus, it would make no sense for your own life to suffer from such lack of order! (Why)

9. To get the students' attention, I will take a few of my own pictures and ask the students what emotions they feel and/or what thoughts come to mind. I will also ask them to look at the illustrations at the beginning of each __Harry Potter__ chapter and ask them what each picture represents, not just as part of the story, but on a more complex level. 10. Students will know key terminology pertaining to the __Harry Potter__ world, including Hogwarts, muggle, quidditch, transfiguration, and Devil's Snare. They will also learn valuable literary terms such as metaphor, simile, symbol, foreshadowing, and irony, and how they are used within this specific text. (Equip) A pre-assessment exercise will be to distribute a KWL survey on analyzing literature, plus a few questions about the book itself. A cluster/word web will be used to associate devices from the text and analyze them. (Explore) Students will participate in a jigsaw activity to teach metaphor, symbolism, and foreshadowing to the class. (Experience) Students will use cameras in conjunction with iPhoto and Photoshop to illustrate how objects in the real world are relative to these devices. 11. Students will rethink concepts on literary devices during the jigsaw activity. Students will self-assess through personal reflection, preferably in the form of a brief journal entry discussing what they have learned. I will provide my own feedback on the group work and iPhoto and allow the students to provide their own constructive criticism and praise. 12. Summative assessment will include a personal reflection. Formative assessment will include a rubric of the iPhoto activity. 13. Tailors Linguistic: Students will actively participate in groups and provide feedback for the photography activity Logical: Students will ask themselves the question: What does this represent? Bodily: During the photo activity, students are encouraged to move around the class, hallways, and outside Naturalistic: Students will be given an opportunity to take pictures outside Spatial: Students will participate in picture taking and editing Interpersonal: Students will participate in group work Intrapersonal: Students will use journal reflections to critique their progress 14. Students will be able to demonstrate understanding of literary devices. Organize (Explain). Summative assessment product: iPhoto and Photoshop - 2 80-minute classes. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that there are a variety of literary devices that constitute a literary text. (Where) //**Students will read fiction, nonfiction, drama, and poetry, with a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and literary devices help shape the reader's response.**// (What) Literary devices bring more depth to the reading, and hopefully pleasure, and those devices will become recognizable as part of real world situations. (Why)

16. I will ask students about the last time they were upset about something, perhaps with a teacher, parent, friend, or sibling, or didn't understand something. I will ask for a few prime examples, then I will ask the same students how they reacted to the problem and if it was ever resolved. 17. Students will familiarize themselves with the basic plot of __Harry Potter and the Sorcerer's Stone__, identifying the beginning, body, rising action, main conflict, climax, and resolution in terms of the story itself. (Equip) For this lesson, however, special attention will be paid to conflict. The problem-solution chart would be a perfect pre-assessment exercise. (Explore) For a cooperative learning activity, students will participate in round-robin brainstorming and, in groups, come up with several possible resolutions to the same problem. Some of the conflicts from __Harry Potter__ will be used, as long as the students do not choose the resolution that is actually in the text. (Experience) Students will also produce a brief iMovie (no more than a few minutes) illustrating a conflict amongst two or three characters, then a reasonable resolution. 18. The variety of iMovies being shown will give students a broader understanding of what other consider conflict to be. Feedback for these short films will be provided by the students and myself. If a conflict is not completely resolved, I (or the students) will make it be known; if there are any other suggestions for resolving the same conflict, the students are welcome to share them. The students should be able to answer any questions about their production that is posed. 19. Assessment will include a rubric that I and the students will fill out for summative and self assessment exemplifying their effort and creativity that was put into their iMovie, along with the understanding of the concept. 20. Tailors Linguistic: Students will attempt to write a believable, coherent script for their iMovie Logical: Students will come up with reasonable solutions to various conflicts Bodily: Students will get the chance to act in a short film Interpersonal: Students have the option to interact in a small group for the film Musical: Students are welcome to incorporate music into their film, whether it be background music or if the film is a musical itself Spatial: Students will watch and react to the short films made by other students 21. Students will be able to relate to characters in conflict through "experiencing" conflict for themselves. Organize (Empathy). Summative assessment product: iMovie - 2 or 3 80-minute classes || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that every text has a plot, including a conflict. (Where) //**Students will read fiction, nonfiction, drama, and poetry, with a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and literary devices help shape the reader's response.**// (What) Structure is one of the most important aspects of a literary text; without one, the text would be disjointed and incomprehensible. Plus, it would make no sense for your own life to suffer from such lack of order! (Why)

23. I will present to the students several objects from around the classroom or my own home and tell them to write down everything (or most things) that comes to mind when they think of that object, along with a brief explanation of each. 24. Students will become familiar with the crucial elements of __Harry Potter and the Sorcerer's Stone__, such as the origin of Harry's scar, the importance of Fluffy the guard dog, and the Sorcerer's Stone itself, and relate them to specific themes within the story. (Equip) For this lesson, the E-chart would be effective. On the "idea" line, an essential idea or object would be written, and to the right of this, students will write at least three things that idea/object represents. The idea can be anything as long as it's appropriate, and it does not have to directly relate to __Harry Potter__. (Explore) I understand that themes are a bit difficult for students to grasp, so I will allow at least three minutes for students to ask any questions they might have about the complexity of themes. (Experience) For their assignment, students will participate in a brief WebQuest that will better familiarize them with themes. In this WebQuest, students will be required to research popular books and/or stories either from the Internet, the library, or the classroom, and analyze those stories through theme. 25. This lesson will provide a proper introduction to themes, which will require but also encourage the students to read any text with increased depth. The WebQuest activity will introduce them to the wide variety of themes there are. There will be a class discussion after the WebQuest during which students will share their ideas about their own analyses and those of others, primarily whether or not they agree. 26. Students will write down their praise and disagreements including what they learned in a journal, and they are encouraged to share at least some of their entries during the discussion. I will provide my own constructive feedback. 27. Tailors Linguistic: The lesson will require much reading Interpersonal: An essential group discussion will take place Intrapersonal: Students will reflect on their own analyses after getting feedback Spatial: Visual aids are used in the hook Logical: Word association is used in the hook Naturalist: Research and observation will be required 28. Students will evaluate literary themes by experiencing them through research. Organize (Interpretation). Summative assessment product: reaction to WebQuest - 1 or 2 80-minute classes. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that every text has at least one central theme. (Where) //**Students will read fiction, nonfiction, drama, and poetry, with a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and literary devices help shape the reader's response.**// (What) The theme of the text is where most of its depth and important lies, and most themes represent essential life lessons and/or advice. (Why)

30. For a hook I would like students to share their most basic daily routine with their neighbors, from when they wake up to when they go to bed. I want them to compare and contrast these with each other and identify why these differences and similarities exist, focusing on the reasons that the students do or do not have a certain "step," or carry it out in a different way. 31. Students will know key terminology pertaining to the __Harry Potter__ world, including Hogwarts, muggle, quidditch, transfiguration, and Devil's Snare. They will also learn valuable literary terms such as metaphor, simile, symbol, foreshadowing, and irony, and how they are used within this specific text. (Equip) Students already have a general idea of literary devices from one of the previous lessons, so I will have them review what they already know (or still want to learn) using an idea wheel. (Explore) During a think-pair-share exercise, I will go more in-depth with the lesson and ask students to brainstorm the similar (or different) effects that literary devices have on the text. I also want them to identify the nature of each device (the Sorcerer's Stone is a symbol of power and everlasting life), to make this activity easier and more understandable. (Experience) Students will collaborate their ideas into a brief PowerPoint slideshow, identifying some of the crucial devices in __Harry Potter__ and how they relate to each other in terms of effect, importance, and sequence. 32. Students will glean an increased understanding of literary devices through comparison and contrast, and also through their presentations and those of their classmates. Hopefully any doubts, misconceptions, or misunderstanding that they had at the end of the previous lesson on literary devices will be corrected. 33. Students will be required to answer questions and consider feedback from myself and their fellow students in reaction to each presentation. They will also be required to take notes regarding the presentations of others, what they learned, and what they did not understand. Finally, students will fill out a brief rubric critiquing the work of their classmates. 34. Tailors Linguistic: A little in-depth reading will be required Spatial: Students will produce a PowerPoint and be as creative as they desire Logical: Students will participate in a compare-contrast exercise Interpersonal: Students will work in pairs to create the PowerPoint Intrapersonal: Students will reflect upon what they still do not comprehend Naturalistic: Creativity and additional research is encouraged for the PowerPoint 35. Students will compare and contrast the various effects that literary devices have on the text and the reader. Organize (Perspective). Summative assessment product: PowerPoint slideshow - 1 or 2 80-minute classes. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that there are a variety of literary devices that constitute a literary text. (Where) //**Students will read fiction, nonfiction, drama, and poetry, with a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and literary devices help shape the reader's response.**// (What) Literary devices bring more depth to the reading, and hopefully pleasure, and those devices will become recognizable as part of real world situations. (Why)

37. Time for a special treat! For a hook, I will show the students a brief clip from the film __Harry Potter and the Sorcerer's Stone__ (with permission, of course), preferably the scene in which Harry defeats Quirell with the power of his mother's love. 38. Students will become familiar with the crucial elements of __Harry Potter and the Sorcerer's Stone__, such as the origin of Harry's scar, the importance of Fluffy the guard dog, and the Sorcerer's Stone itself, and relate them to specific themes within the story. (Equip) In this lesson, themes will be directly related to real life events. A describing wheel would be a useful tool. Students can write an essential theme from __Harry Potter__ (or from one of the stories they found during the WebQuest) and relate that theme to realistic situations that could happen to them or almost anyone else. (Explore) For a cooperative learning activity, I will give students at least three themes to work with, and in groups, they will identify the importance of the theme and how it relates to realistic situations, and they are encouraged to share their findings from the describing wheel. They will work on the next theme in a smaller group or in pairs, and the final themes by themselves, either coming up with original ideas or applying ideas they discovered when working in groups. (Experience). The main activity for this lesson will be Comic Life. It will refer back to the first lesson about plot structure, only students will create a new story (or elaborate on their old ones, if they wish) and incorporate an essential theme within the story using the Comic Life application. 39. Students' understanding and appreciation for themes will increase as they apply them in the real world. They will share what they liked, did not like, or did not understand about each other's Comic Life presentations, and they will get the chance to revise their products based on the feedback received. 40. Students will fill out a "compliment sandwich" for each other's Comic Lives. This includes one part of the presentation they liked, one part that could be improved, and what they liked about the presentation as a whole. Students will be graded on the story's cohesiveness, realism, and understanding and presence of theme. 41. Tailors Linguistic: Some more in-depth reading is required, and a script is also required for the Comic Life Bodily: Students will be required to move around and pose for their Comic Life presentation Interpersonal: Students will share their ideas in groups Intrapersonal: Students will attempt to demonstrate their understanding of themes on their own Spatial: Students will produce a Comic Life using pictures, and they will also observe the climax of __Harry Potter__ in action Naturalist: Students may perceive themes in new and interesting ways 42. Students will exhibit themes in real life situations. Organize (Application). Summative assessment product: Comic Life - 2-4 80-minute classes. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that every text has at least one central theme. (Where) //**Students will read fiction, nonfiction, drama, and poetry, with a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and literary devices help shape the reader's response.**// (What) The theme of the text is where most of its depth and important lies, and most themes represent essential life lessons and/or advice. (Why)

2004 ASCD and Grant Wiggins and Jay McTighe