S3+Kiley,+Daniel

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]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - Checking for Understanding Strategies.pdf **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|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= // Having a sophisticated vocabulary and properly using words creates better communication **(Why)** // // Text Type and Purpose: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences **(What)** // // **(H)** 1.2 At the beginning of class, students will create their own words with their own definitions. Word roots will be provided for guidance (**Hook**) // // **(E)** 1.3 Students will know terminology (literacy devices, syntax, diction, etc.) and vocabulary (dialogue, experience, character, etc.) (**Equip)** // // Garden Gate will be used to write different kinds of literacy devices and their meanings, as well as narrative vocabulary words **(Explore)** // // Jigsaw will be used to have students master a certain literacy device, then teach other teams their device. Students will create Quizlet flashcardsof important vocabulary words throughout the year, whether they be terms, literacy devices, or words they find interesting, and share with other studentsto find more words (**Experience)** // // **(R)** 1.4 Students will provide an example of a certain literacy device and give a nonexample in a reflection **(Rethink)** // // After they give an example and a nonexample, I will evaluate if they understand the definition of the certain literacy device, and I will also provide feedback for their reflection to clear upany misconceptions (**Revise/Refine).** // // Peer feedback will be given when students share their Quizlet flashcards, and students will have opportunity to revise them (**Rethink/Revise**) // // **(E)** 1.5 Formative assessment for checking for understanding was example/nonexample, and peer feedbacking was for the Quizlet flashcards. (**Evaluate)** // // **(T)** 1.6 **Verbal**: Students will brainstorm narrative vocabulary words they find important.**Logical**: Students will organize and group literary devices together using charts.**Visual**: Students will define words they find interesting then create a picture that describes the meaning of the word.**Bodily Kinesthetic**: Students will play charades to guess the narrative vocabulary words.**Musical**: Students will make lyrics using narrative vocabulary words and terminology.**Intrapersonal:** Students will write a quick write alone using their chosen vocabulary correctly to show they understand their meanings.**Interpersonal**: Students will work in pairs and create a short story using the combination of the vocabulary words they find interesting.**Naturalist**: Students will make references to natural things with their chosen vocabulary words (**Tailor).** // // **(O)** 1.7 Students will be able to demonstrate a mastery of syntax and diction through their work (**Explain).** Product: Quizlet Flashcards. Number of days: 3-4 days (on-going all year) (**Organize).** // || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 1.1 Students will understand that syntax and diction creates a vivid picture of a narrative (**Where)** //

// Writing expresses who you are as an individual, and being able to effectively write enables you to articulate your ideas and views more thoroughly **(Why)** // // Text Type and Purpose // : //Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences// //**(What)**// //**(H)** 2.2 Have a class discussion about the students' favorite character, whether they are from movies, TV shows, books, etc, and why the student choice that character (**Hook)**// //**(E)** 2.3 Students will know narrative vocabulary (dialogue, characters, experience, etc.) **(Equip)**// //Idea Wheel will be used to construct a character's appearance, personality, traits, morals, etc. **(Explore)**// //Think-Pair-Share will be used. Students will think of characteristics for their character and write them down. Afterwards, they will pair up and express theirideas with their partner, and gain ideas for further development of a character. Once character is developed, they will create a Gargeband audio file of the character,explaining their appearance, personality, etc., in the form of a song (**Experience)**// //**(R)** 2.4 Students will keep Student Data Notebooks to see the progress of their character development, and also see what aspects need to be covered or elaborated on **(Rethink)**// //After their character is fully complete, they will look back and see how the character grew. I will also write feedback in their notebooks to steer them in the right direction (**Revise)**// //**(E)** 2.5 Formative assessment is Student Data Notebooks, which provides student feedback and teacher feedback **(Evaluate)**// //**(T)** 2.6 **Verbal**: Students will describe their character in the form of a blog.**Logical**: Students will organize key characteristics that are closely related to their character using flow charts**Visual**: Students will create an image of what their character looks like.**Bodily Kinesthetic**: Students will physically act out how their character would act in situations.**Musical**: Students will write a song about their character.**Intrapersonal**: Students will conduct an interview with their character.**Interpersonal**: Students will be paired and create a scenario in which both their characters interact with each other.**Naturalist**: Students will relate their character to an animal in the wild (**Tailor)**// //**(O)** 2.7 Students will be able to assume the role of a character and make decisions/perform actions based on their beliefs, morals, etc. (**Empathy).** Product: Gargeband Audio File.Number of days: 6-7 days (**Organization)**// || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 2.1 Students will understand that narrative techniques develop experience, events, and characters (**Where** //// **)** //

Being able to organize thoughts, ideas, and sequences is not only helpful with narratives, but also with college essays, business letters, and other offical documents **(Why)** Text Type and Purpose://Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences// **(What)** Story Map 1 will be used for students to write down the structure of their narrative: writing the problem, setting, character, etc. (**Explore)** Three Minute Reviews will be used for students to ask questions about their formatting, setting, or anything else they need clarified. Students will use Toon Boom Storyboard Pro to create a sequence of ordered events for their own narrative. (**Experience)** a chance to bounce ideas off each other and receive feedback (**Rethink)** If students decide to make any changes to their sequences after their interviews, they will be allowed to change and alter anything that seems fit to creating a structured narrative **(Revise/Refine)** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that organization of key events creates coherent transitions (**What)**
 * (H)** 3.2 Throwing kids off by coming into the classroom acting unorganized and then begin to explain the importance of organization (**Hook)**
 * (E)** 3.3 Students will know sequences (introduction, climax, etc.) (**Equip)**
 * (R)**3.4 Students will schedule meetings with me to conduct a quick interview to see what misunderstandings or questions they have. I will also have them conduct interviews in groups so they have
 * (E)** 3.5 Formative assessment is the Quick Interview, which provides student feedback as well as teacher feedback **(Evaluate)**
 * (T)** 3.6 **Verbal**: Students will write the events of their narrative using bullets.
 * Logical**: Students will use spreadsheets to keep track of the sequences of their narrative.
 * Visual**: Students will be able to draw their setting, problem, and sequences to visually see the events that unfold.
 * Bodily Kinesthestic**: Students will act out the story their character follows through the narrative.
 * Musical**: Students will create a list of ordered events in the form of a song or melody.
 * Intrapersonal:** Students will use a journal to create a structured sequence of events.
 * Interpersonal**: Students will work in pairs to construct a sequence of events,
 * Naturalist:** Students will organize events in the form of a tree plot (**Tailor)**
 * (O)** 3.7 Students will be able to create a graphic organizer to organize thoughts and ideas **(Apply)** Product: Digital Storyboard. Number of days: 8-10 days (**Organization)** ||

Having a sophisticated vocabulary and properly using words creates better communication **(Why)** Text Type and Purpose: //Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences// **(What)** Problem-Solution charts will be used for students to write examples of bad diction, then formulate solutions to make it stronger **(Explore)** Numbered Heads Together will be used. Students will be put into groups of three. I will give the group examples of bad usages of diction and ask them to provide better examples. After a couple minutes of discussions I will then ask the groups to share by calling out a number (1,2, or 3). Students will then find a song that has bad diction within the lyrics and create a vlog that explains how to make it better **(Experience)** they feel like they do not have an example of each (**Revise/Refine).** =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that syntax and diction creates a vivid picture of a narrative (**Where)**
 * (H)** 4.2 When teaching this lesson, I will use short sentences throughout the beginning as well as short weak words to grab the attention of my students so they want to know what's going on (**Hook**)
 * (E)** 4.3 Students will know narrative vocabulary (dialogue, experience, character, etc.) and terminology (diction, syntax, etc) **(Equip)**
 * (R)** 4.4 Students will use the Give One, Get One. Students will get into pairs and each will share an example of good diction and bad diction (**Rethink).** The pair are allowed to make changes to their answer if
 * (E)** 4.5 Formative assessment was Give One, Get One, which also allowed students peer feedback and self-reflection (**Evaluate)**
 * (T)** 4.6 **Verbal:** Students will write examples of good diction and bad diction on a wiki.
 * Logical:** Students will use a graphic organizer to group examples of good diction and bad diction together.
 * Visual:**
 * Bodily Kinesthetic:**
 * Musical:** Students will create a musical melody listing examples of good and bad diction.
 * Intrapersonal:** Students will keep a blog of examples of good and bad diction.
 * Interpersonal:** Students will get into groups of three and discuss among themselves how diction can enhance or hinder a narrative.
 * Naturalist:** Students will give examples of good and bad diction using nature (i.e. The ocean is blue=bad, The ocean swirls with a mixture of green and blue=good) (**Tailor)**
 * (O)**4.7 Students will be able to evaluate diction and how it can enhance/hinder their narative (**Interpret).** Product: Vlog. Number of days: 5-7 days (**Organization**) ||

Being able to organize thoughts, ideas, and sequences is not only helpful with narratives, but also with college essays, business letters, and other offical documents **(Why)** Text Type and Purpose: //Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences// **(What)** Students will use Spider Graphs to write down different ways their organize, whether it's for class, work, schoolwork, etc. (**Explore)** Student will conduct a Three-Step Interview with a partner. The first student will ask questions to the other about how they usually organize and then the roles will switch, which will lead to the students sharing their partner's response to the rest of the class at the end. Students will use Wikispaces as an online journal to reflect on how their organization skills have improved over the course **(Experience)** class to clear up any confusion (**Revise/Refine)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that organization of key events creates coherent transitions (**Where**)
 * (H)** 5.2 At the beginning of this lesson, I will allow students to organize my classroom the way they want to show them the importance of organization **(Hook)**
 * (E)** 5.3 Students will know sequence (introduction, conclusion, events, etc.) (**Equip)**
 * (R)** 5.4 Entrance/Exit tickets will be used to see what types of organizational skills students find interesting and which ones still confuse them (**Rethink).** Next class, I will use the feedback as a guide for what is being taught that
 * (E)** 5.5 Formative assessment was Entrance/Exit ticket, which provided teacher feedback (**Evaluate)**
 * (T)**5.6 **Verbal:** Students will keep a video diary of their progression of organization.
 * Logical:** Students will create an online data collection of their entries for how their organization skills have improved.
 * Visual:** Students will create a graph overtime that shows if their organization skills have improved or not, labeling all parts of the graph so it's understandable.
 * Bodily Kinesthetic:**
 * Musical:** Students will create lyrics overtime like journal entries and record how their organization skills have improved.
 * Intrapersonal:** Students will keep a personal journal to write down and reflect on how their organization skills have improved.
 * Interpersonal:** Students will get into groups of two and discuss how they stay organized and if they feel like they are more organized than before.
 * Naturalist:**
 * (O)**5.7 Students will be able to reflect on how their organization skills have improved over the course (**Self-Knowledge).** Product: Wikispace. Number of days: 4-5 days (ongoing) (**Organization)** ||

Writing expresses who you are as an individual, and being able to effectively write enables you to articulate your ideas and views more thoroughly **(Why)** Text Type and Purpose://Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences// **(What** Students will use the Inverted Triangle to start thinking of how a character can impact a story, with each example becoming more specific (**Explore)** Circle the Sage will be used. I will ask students who is familiar with iMovie, and whoever believes they are will be considered the sages and pass along the knowledge to those that aren't. Students will also be creating an iMovie newscast interview with a selected character they want and then analyze the character through the question they ask (**Experience)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that narrative techniques develop experience, events, and characters (**What)**
 * (H)** 6.2 At the beginning of this lesson, we will have a class discussion about everyone's favorite character in a book as well as a movie **(Hook)**
 * (E)** 6.3 Students will know narrative vocabulary (character, setting, etc.) (**Equip)**
 * (R)** 6.4 I will be conducting interviews with students to see how students are doing with their analysis (**Rethink).** Afterwards, students may take my feedback and make the apporpriate changes that are need (**Refine/Revise).**
 * (E)** 6.5 Formative assessment is the interview, which provides student and teacher feedback (**Evaluate)**
 * (T)**6.6 **Verbal:** Students will create vlogs that analyzes the character and its impact on the book/story.
 * Logical:**
 * Visual:** Students will be able to draw the character they have chosen, and analyze it with pictures that have brief descriptions of what they mean.
 * Bodily Kinesthetic:** Students will act as their character and analyze themselves through their describe of themselves (the character).
 * Musical:** Students will create a song that accurately analyzes the character they have chosen.
 * Intrapersonal:** Students will write a paper that analyzes the character they have chosen.
 * Interpersonal:** Students will discuss in small groups how the character they chosen impacts their book/movie.
 * Naturalist:**
 * (O)**6.7 Students will be able to analyze a character from a narrative and describe the impact the character has on the narrative. (**Prespective).** Product: iMovie Newcast. Number of days: 8-10 days (**Organization)** ||

2004 ASCD and Grant Wiggins and Jay McTighe