S3+Breton,+Lauren

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that individuals, events, and ideas develop throughout __The Hunger Games__. **(Where?)** We are learning this because it will help us to better understand and analyze how things happen both within stories and within events that occur in our daily lives. **(Why?) //Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.// (What?)**
 * (H)** 1.2 Students will watch an interview with Suzanne Collins, the author of __The Hunger Games__. [|Video]
 * (E)** 1.3 Students will know the important events and people within the novel; Katniss, Peeta, reaping, the Games, Haymitch, Cato, Rue, suicide attempt, reunion. **(Equip)** Story map II - I will use this graphic organizer to help students organize the events and characters of the novel and determine how the actions of one character affect the rest of the novel. Students will work together in a Think-Pair-Share group to complete the graphic organizer after beginning work on it by themselves. **(Explore/Rethink)** Students will pair up to produce an xtranormal presentation that discusses how characters/ideas/events have developed in the novel thus far. **(Experience)**
 * (R)** 1.4 Students will work on their xtranormal movies with a partner and then share their products with another group of two for peer feedback. **(Rethink/Revise)** I will be listening to all of the xtranormal movies upon their completion and will give students feedback. **(Revise)** Students will also complete exit cards before leaving the room reflecting upon their xtranormal movies and evaluating themselves through their comments. **(Revise/refine)**
 * (E)** 1.5 I will begin a KWL chart with my students over the novel and over the xtranormal software. At the end of the lesson, we will finish filling in our KWL chart with what we have learned over the course of the novel and after utilizing the new software. Students will complete an exit card after their projects have been completed reflecting upon their understanding of the concepts.
 * (T)** 1.6 **Verbal/linguistic:** Students will be creating an xtranormal movie by writing down their ideas on the development of characters, events, and ideas within __The Hunger Games__.
 * Visual**: Students will complete the graphic organizer that describes the development of characters, events, and ideas within __The Hunger Games__ and will be organizing their thoughts in a visual way.
 * Musical**: Students will be able to incorporate music into their xtranormal movies on the development of characters, ideas, and events throughout __The Hunger Games__ if they wish.
 * Intrapersonal:** Students will begin working on their graphic organizers that address the development of ideas, events, and characters throughout __The Hunger Games__ alone to gather their own thoughts before they begin working with a partner.
 * Interpersonal:** Students will be working on their podcasts with a partner, which will allow them to interact and bounce ideas for how they want to explain the development of characters, ideas, and events throughout __The Hunger Games__ off of one another.
 * Logical:** Students will need to think logically through the process of completing their graphic organizer over the individuals, events, and ideas that have developed throughout __The Hunger Games__ thus far.
 * (O)** 1.7 Students will be able to describe how individuals, events, and ideas develop throughout __The Hunger Games__. **(Explanation)** Their product will be an xtranormal movie that will be completed throughout the course of two class days and time outside of class. **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that individuals, events, and ideas develop throughout __The Hunger Games__. **(Where?**) We are learning to bolster our critical reading and thinking skills to better understand plot and character within novels and within real life. **(Why?)** **//Students will be able to evaluate how the novel would be affected if characters, events, and ideas were altered.// (What?)**
 * (H)** 2.2 Students will watch a video of the movie trailer and discuss how movies often alter events from the original novel. [|Movie Trailer]
 * (E)** 2.3 Students will know about the important events and people within the novel: Katniss, Peeta, Haymitch, Rue, Cato, the reaping, the Games, suicide attempt, reunion. **(Equip)** Students will complete a sandwich chart to organize the important events throughout the story and how the rest of __The Hunger Games__ would be effected if they altered one event within the text. **(Explore/Rethink)** Students will create a ComicLife presentation altering one piece of the novel. **(Experience)**
 * (R)** 2.4 Students will discuss their comics in small groups (jigsaw) to discuss ideas and give each other opinions, explanations, and feedback. **(Rethink/Refine)** I will also be reviewing the comics and offering feedback between class periods and will be circulating the room and offering feedback on their ideas and comics throughout the process. **(Explore/Rethink)**
 * (E)**2.5 Students will complete a three minute review with their group for the class to listen to briefly explaining their ideas at the end of both work days.
 * (T)** 2.6 **Verbal/Linguistic:** Students will be writing down their thoughts/ideas and outline of their comic as they are creating the comic that shows how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Visual:** Students will put together a visual comic that evaluates how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Intrapersonal:** Students will be creating their comics alone and will need to come up with their own ideas that express how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Interpersonal:** Students will discuss their product in small groups (jigsaw) as they are working on their projects and after the completion of their projects that explore how __The Hunger Games__ would be effective if characters, ideas, or events were altered.
 * Naturalist:** Students will be able to incorporate photos of nature and specific animals into their comics that evaluate how __The Hunger Games__ would be effected if characters, ideas, or events were altered if they wish, because the majority of the novel takes place outside.
 * Musical:** Students would also have the option of incorporating music or sound effects that play while their comic also plays, if they so choose. By providing background noise to supplement their changes, the students' comics can come to life and more realistically describe how __The Hunger Games__ would be affected if the characters, events, or ideas were altered.
 * (O)** 2.7 Students will be able to evaluate how the novel would be affected if characters/ideas/events were altered. **(Interpretation)** The created product would be a comic made using ComicLife software. This project would take three classes to complete. **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are central ideas within a text. **(Where?)** We are learning this to identify the main ideas within both works of literature and within real-life contexts. **(Why?) //Students will decide what the central ideas are in __The Hunger Games__.// (What?)**
 * (H)** 3.2 Every student will do a quick search for a blog on a topic that interests them and will read a few blogs and discuss them as a class (to learn what blogs are, who blogs, etc.).
 * (E)** 3.3 Students will know terminology (character, setting, plot, climax, main idea, theme, the Reaping, tribute). **(Equip)** Students will create a flow chart to show what has happened thus far throughout the novel. **(Explore)** Students will discuss the blogs found with the class but will work independently to create their own blog on __The Hunger Games__. **(Experience)****(R)** 3.4 Students will discuss blogs together and decide what makes a blog effective in small groups and whether or note their blogs are effective and why. Students will also be required to comment on one another's blogs. **(Rethink/Revise)** I will also provided feedback on each blog. **(Rethink/Refine)**
 * (E)** 3.5 Students will write a one minute essay describing the central themes in __The Hunger Games__.
 * (T)** 3.6 **Verbal:** Students will be writing their own blog.
 * Visual:** Students will be encouraged to incorporate pictures in the blog to accompany their text.
 * Logical:** Students will be able to complete the blog logically; they can also explore a blog on science/math during the hook activity.
 * Intrapersonal:** Students will be creating the blogs independently.
 * Interpersonal:** Students will be interacting with one another face-to-face and online in order to provide feedback and discuss the blogs that they found.
 * Naturalist:** Students will be able to give their blog site a nature theme and can research blogs about nature and the environment during the hook activity.
 * (O)** 3.7 Students will be able to decide what the central ideas in __The Hunger Games__ are. **(Application)** The created project would be a blog posted online on a website such as blogger.com. The time frame for this project would be one class. **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are central ideas within a text. **(Where?)** We are learning this to develop critical thinking skills and be able to decipher the main ideas in both literature and real life situations. **(Why?)** //**Students will be able to consider how central ideas are shown throughout __The Hunger Games__ within the text.**// **(What?)**
 * (H)** 4.2 Well known works of literature will be posted around the room and students will receive slips of paper with main ideas from the various literary works. The goal will be to match up the main ideas with their corresponding literary work.
 * (E)** 4.3 Students will know terminology (character, setting, plot, climax, theme, main idea, the Reaping, tributes). **(Equip)** Students will fill in idea wheels for their ideas on main ideas independently but will work together after and discuss their ideas with their classmates for Round-Robin Brainstorming. **(Explore/Rethink)** Students will create a wkik essay discussing main ideas in the text and will support their claims with evidence. They will respond to/comment on each others' essays after the first draft is posted. **(Experience)**
 * (R)** 4.4 Students will be given a checklist to use for self evaluation and will use their peers' comments as well. **(Rethink/Revise)** I will offer feedback on the essays and students will do a revised copy of the essay. **(Revise/Refine)**
 * (E)** 4.5 Students will put their questions in the question box throughout the project and I will answer them daily.
 * (T)** 4.6 **Verbal:** Students will be writing an essay.
 * Logical:** The essay will need to be logically structured and will need to incorporate logical evidence.
 * Visual:** Students will be able to draw their ideas on their idea wheels.
 * Bodily-kinesthetic:** My hook features whole class movement.
 * Intrapersonal:** Students will be completing their essays alone and will begin work on their idea wheels alone.
 * Interpersonal:** The virtual interaction with their classmates will provide feedback and will stimulate the interpersonal intelligence.
 * (O)** 4.7 Students will be able to consider how the central ideas in __The Hunger Games__ are shown throughout the text. **(Empathy)** The product created will be a wiki essay. This should take about three class days, total. **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that exposure to a range of texts can continue to develop skills/understandings. **(Where?)** We are learning this so that we can be more open to new ideas and our understanding skills can become more developed in reading and in life. **(Why?) //Students will be able to analyze how __The Hunger Games__ is unique from other works that they have read.// (What?)**
 * (H)** 5.2 All students will look at a book catalogue from a book order form and will read the summaries of the different books. They will choose one that they are interested in to read more about online and will discuss how it is similar/different from __The Hunger Games__.
 * (E)** 5.3 Students will know critical details (Panem, District 12, Primrose, poisonous berries, gift giving/receiving, Gale). **(Equip)** Students will complete a venn diagram that reveals similarities/differences between __The Hunger Games__ and a novel that we have previously read. **(Explore)** Students will first work in a team, then a pair, then solo to complete their diagrams. **(Explore/Rethink)** Students will produce a poster on glogster that incorporates multimedia and explains how __The Hunger Games__ is unique from another novel that we have read as a class. **(Experience)**
 * (R)** 5.4 Students will brainstorm as a team and will share their posters with their team for feedback. **(Rethink/Revise)** Students will also be scored using a checklist that both themselves and myself will need to fill out during the project and after the project has been completed. I will also ask them to explain/justify their poster with me by relying on the "Is that a fact?" formative assessment. **(Revise/Refine)**
 * (E)** 5.5 Students will create a venn diagram together that they will submit to me. Also, they will need to defend their posters and reasoning based on factual information.
 * (T)** 5.6 **Visual:** Students will create a glogster poster.
 * Verbal:** Students will add text to the poster and diagram and will discuss their poster orally with myself and their peers.
 * Musical:** Students will be expected to require to add music to their poster.
 * Intrapersonal:** Students will finish product and diagrams alone.
 * Interpersonal:** Students will collaborate with other students at the beginning of their project.
 * Naturalist:** Students can incorporate a nature theme to their poster if they desire.
 * (O)** 5.7 Students will be able to analyze how __The Hunger Games__ is unique from other works that they have read. **(Perspective)** Students will produce a glogster poster. Students will be given three days to complete this task. **(Organize)** ||

critical details (Panem, District 12, Primrose, poisonous berries, gift giving/receiving, Gale). **(Equip)** Students will complete an ISP chart for their ideas as to how to change the novel alone. Then, a few students who seem to have a great grip on the unit and the text will go around and give feedback to their peers as they are working. **(Explore)** Students will create a podcast that alters one scene from __The Hunger Games__ and will provide a written explanation for those differences. **(Experience)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that exposure to a range of texts can continue to develop their skills/understandings. **(Where?)** These skills/understandings can be used to solve real life problems and apply to literature. **(Why?) //Students will be able to reflect upon the similarities/differences of __The Hunger Games__ to other texts that they have read.// (What?)**
 * (H)** 6.2 Students will research and listen to a podcast from [|NPR].
 * (E)**6.3 Students will know
 * (R)** 6.4 Students will get a rubric for their podcast and will self-evaluate themselves in the process of writing and recording. A peer will do the same thing. This will be especially beneficial if one of the peers is an expert that is going around the room helping their classmates (circle the sage). **(Rethink/Revise)** Students will evaluate themselves at the end of the project as will I, although I will be providing feedback throughout the project. **(Revise/Refine)**
 * (E)** 6.5 STudents will complete an analogy prompt on a piece of paper before they leave class. This will show that they understand the material enough to be successful on this project because they can take the material and apply it to a different concept.
 * (T)** 6.6 **Verbal:** Students will be creating a verbal recording.
 * Bodily-kinesthetic:** They will be encouraged to act out their recording to get into character.
 * Intrapersonal:** Students will work on projects individually.
 * Interpersonal**: Students will interact with one another, evaluate one another, and give peer feedback to one another.
 * Naturalist**: Students can incorporate nature/animals and those sounds into their podcast if desired.
 * Musical**: Students will be encouraged to incorporate music into their podcasts.
 * (O)** 6.7 Students will be able to reflect upon the similarities/differences of their version of __The Hunger Games__ to the original version of the text. **(Self-Knowledge)** Students will create a podcast. This project is expected to take four or five days of in-class work. **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe