S3+Stubbs,+Catherine

=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= This will help students to write in more detail and will help others to understand what it is that they are trying to say.**(Why)** //Students will demonstrate command of the conventions of standard English grammar and usage when speaking.//**(What)** Students will use a sequence chart throughout the unit and will fill them out in class when new material is given to them during the week. They will then take what they wrote and incorporate it into their weekly blogs. The three minute review exercise will be used each week after new material has been taught in order to give students the chance to stop and reflect upon the information that has been given to them. They will discuss the new material with their tables and ask or answer questions .**(Explore)** Students will do weekly blogs explaining what they learned about grammar throughout the week. After their explanation of what they learned, they will then write a segment of a short story they will create using the part of grammar that they explained earlier in the blog.**(Experience)** I will then look over the blog entries and read the journal entries and respond to their journal entries. Students will also assess themselves using their journals by going back through their blog and adding to what they originally wrote.**(Revise/Refine)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that using different types of clauses and phrases in writing will help to bring more understanding and meaning to the writing.**(Where)**
 * (H)**1.2 Students will watch a video over former president George W. Bush giving various speeches using improper grammar and will watch the video twice. The second time through, students will focus on the improper grammar that is used by George W. Bush and will jot down notes which the class will then discuss after the video is over. http://www.youtube.com/watch?v=uO46ii3W07U**(Hook)**
 * (E)** 1.3 Students will know independent clauses, dependent clauses, sentence structure, and verb placement.**(Equip)**
 * (R)** 1.4 Students will use journals when they look at other students blogs and they will write in their journals about how their understanding of the material was similar or different.**(Rethink)**
 * (E)** 1.5 Students will use journals and the three-minute review exercise.**(Evaluate)**
 * (T)** 1.6
 * Verbal**: We will write sentences on the board and underlining the parts of speech that were learned in class.
 * Logical**: We will write down what they learned first and what might make the most sense to them or even what might show up first in a sentence.
 * Interpersonal:** Students will blog about the parts of speech that they learned and will create story segments after their blog which will be them creating examples of what they learned.
 * Body/Kinesthetic**:We will make flash cards with each one having a different word in a sentence and will then have to put them together in the correct sentence structure and will have to name what part of speech the sentence is demonstrating.
 * Naturalist**: We will notice and identify the parts of speech that were taught in class in every day life outside of the classroom.
 * Musical**: We can listen to an audio clip of a song about the part of speech that was taught in the class.**(Tailor)**
 * (O)** 1.7 Students will be able to illustrate meaning in their writing with the use of different phrases and clauses.**(Interpret)** Product: Blog. Will be taught to the class in 2 days.**(Organize)** ||

This understanding will help students to realize that using and learning these types of speech will enable them to create clearer and more detailed sentences in their writing.**(Why)** //Students will demonstrate command of the conventions of standard English grammar and usage when speaking.//**(What)** Students will use a story map (2) to map out how they will create their ComicLife and what it is they will include in their comic. They must create a story in their comic in order to demonstrate how parallel structure, clauses, and phrases, give more detail in their writing. Students will also use the Jigsaw exercise and will separate into groups of 5. Each group member will be experts on one type of grammar and will teach it to the other group members. They will then meet up with other student from the other groups that are teaching the same type of grammar and can discuss what they believe is important. They will later go back to their original groups and teach more about their specific part of speech.**(Explore)** Students will create a comic in ComicLife that will demonstrate how the use of parallel structure, clauses, and phrases help to create clearer and more detailed sentences in writing.**(Experience)** They will write a response to a prompt that asks them how they feel about the parts of speech mentioned and will then have to meet with a partner to discuss what both of the students wrote in their response, thus creating a better understanding of what was taught to them. The class will then hand in their responses to the prompt after already meeting with a peer and I will then comment on their assessment.**(Revise/Refine)** =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that parallel structure, clauses, and phrases create clearer and more detailed sentences.**(Where)**
 * (H)** 2.2 Students will review The Grammar Vandal website and will look over the grammar mistakes that are located on the pictures that are posted on the site. The whole class will review this site and will then discuss why some of the pictures are incorrect and what someone will have to do in order to correct them.http://thegrammarvandal.wordpress.com/**(Hook)**
 * (E)** 2.3 Students will know sentence structure, verb placement, independent clauses, dependent clauses, and parallel structure.**(Equip)**
 * (R)** 2.4 Students will use the give one, get one exercise in order to gain a deeper understanding of what they may think about the use of parallel structure, clauses, and phrases and what their classmates also think about how they work.**(Rethink)**
 * (E)** 2.5 Students will use the Give One, Get One scenario as well as the Jigsaw.**(Evaluate)**
 * (T)** 2.6
 * Verbal**: We will write down sentences some that use and others that do not use the types of speech that were learned and then they can compare them to gain a better understanding of how they create clearer and more detailed writing.
 * Intrapersonal**: We will discuss things that students they have read or witnessed that have to deal with more details and clearer writing because of clauses, phrases, and parallel structure such as books or newpapers.
 * Naturalist:** We will describe the setting outside using phrases, parallel structure, and clauses to give more detail to what they are seeing.
 * Interpersonal:** Students can form into groups and create a story with each person focusing on using one part of speech.
 * Visual**: Students form into groups and are given a sentence that has one part of speech whether it be parallel structure, phrases, or clauses, and will then draw a picture that they believe represent that sentence.
 * Musical**: We will listen to audio that have sentences with the three different parts of speech and will then be able to identify them.**(Tailor)**
 * (O)** 2.7 Students will be able to create clearer sentences with the use of parallel structure, phrases, and clauses.**(Application)** Product: Comic Life. Will be taught to the class in 3-4 days.**(Organize)** ||

This understanding will help students to realize that using and learning these types of speech will enable them to create clearer and more detailed sentences in their writing.**(Why)** //Students will demonstrate command of the conventions of standard English grammar and usage when speaking.//**(What)** http://en.wikipedia.org/wiki/Buffalo_buffalo_Buffalo_buffalo_buffalo_buffalo_Buffalo_buffalo **(Hook)** Students will organize their thoughts in a t-chart by writing the errors they find in the articles they read on other students' wikispaces on one side and the corrections they felt were necessary in the other column. Students will also use team -pair-solo as the teachers give the students an article that they used to create improper grammar in one section and then students have to break into groups to figure out the corrections necessary. The groups will then split up into partners and then into just the student working out what they believe is correct or incorrect in the article.**(Explore)** Students will create a wikispace and will find an article they can use and edit to create incidents of improper grammar focusing on the uses of parallel structure, clauses, and phrases. Students will then be assigned a different students article and will have to go in and correct the mistakes, marking what they corrected with bold words.**(Experience)** Students will be able to collaborate with their peers during the team-pair-solo and they will be able to see if what they did for corrections seems to be accurate of what was expected of them. The teacher will then be able to go on each of the students wikis and see the corrections that the other student made to the article and give feedback to the student during another class period.**(Revise/Refine)** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that parallel structure, clauses, and phrases create clearer and more detailed sentences.**(Where)**
 * (H)** 3.2 Students will look at the Wikipedia page that deals with the sentence **'**Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo' and will have to explain in their own words how this sentence is grammatically correct or if they believe it is not correct by using their basic knowledge of how sentence structure works.
 * (E)** 3.3 Students will know nouns, verbs, prepositional phrases, independent clauses, dependent clauses, and sentence structure.**(Equip)**
 * (R)** 3.4 Students will use fill in your thoughts to demonstrate what they have learned about clauses, phrases, and parallel structure by filling in what they believe those three parts of speech to be.**(Rethink)**
 * (E)** 3.5 Students will use the Team-Pair-Solo as well as the Fill in Your Thoughts products.**(Evaluate)**
 * (T)** 3.6
 * Visual:** Students will read the articled and make the corrections that are necessary.
 * Logical:** Students can create a sequence of descriptive words and then use them to make sentences using parallel structure, phrases, and clauses.
 * Naturalist:** Students can give a detailed description of a sunset using parallel structure to describe the color as well as other senses they feel and see during the sunset.
 * Kinesthetic:** Students can use people in the classroom and describe what they are wearing using clauses, phrases and parallel structure and writing the sentences up on the board.
 * Intrapersonal:** Students can make a list of what they have done during their day and they can then describe what they have done while including the three parts of speech as their focus.
 * Musical:** Students can find songs that describe feelings, emotions, or objects and then dissect the song by finding phrases, clauses, and/or parallel structure in the lyrics.**(Tailor)**
 * (O)** 3.7 Students will be able to compare sentences to find out if parallel structure, phrases, and clauses are used correctly.**(Perspective)** Product: Wikispaces. Will be taught to the class in 2 days.**(Organize)** ||

This will help students to know why it is they are learning grammar and they will know how important it is to have proper grammar in order to accomplish such tasks as a job interview or while writing a professional template for a job.**(Why)** //Students will demonstrate command of the conventions of standard English grammar and usage when speaking.//**(What)** Students will use the story map 3 organizer to organize their story based on the different segments of it that they wrote in their blog posts throughout the unit. They will then use their story maps to transfer their story to Zoho Notebook already having it situated in an organized fashion. The number heads together exercise will be used before the students write their stories onto Zoho Notebook in order for them to gain a complete understanding of all the material that has been taught in the unit. All the material in the unit must be located somewhere in their story as being demonstrated and so, each student must know what they need to know about the unit in order to succeed on their stories.**(Explore)** Students will take the parts of their short story that they have been working on in their blogs throughout the unit and will then create one whole story which will demonstrate everything that they have learned about grammar in the unit.**(Experience)** Students will be able to see if they need to go back to look over some of the different parts of grammar that they may not remember based on their quick write. I will give them a prompt at random during class about what they know/remember about a specific part of speech that has already been covered in class and the students will have to write as much as they know in a period of 5 minutes. I will then ask them how they think they did and tell them that if some of them had trouble over a specific quick write that they should go back over the material. If there are many students that have trouble with one specific quick write in general, then I will plan accordingly to teach another class over it.**(Revise/Refine)** =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that learning grammar will help them to communicate effectively outside of the classroom.**(Where)**
 * (H)**4.2 I will ask students what they think that world would be like if things were written only using dependent clauses, phrases, and fragments. I will then pull up an example of something that is written as such and have them read it and then ask them what they think it means and what it is saying and if it was easy to understand. How might we be able to make it better?**(Hook)**
 * (E)** 4.3 Students will know nouns, verbs, adverbials, participles, prepositional phrases, independent and dependent clauses, sentence structure, verb placement, the use of phrases, and parallel structure.**(Equip)**
 * (R)** 4.4 Students will do quick writes during class periods and they will not know ahead of time when these quick writes will take place so I can see if they have a complete understanding of what has been taught to them.**(Rethink)**
 * (E)** 4.5 Students will use the Number Heads Together and the Quick Writes exercises.**(Evaluate)**
 * (T)** 4.6
 * Visual:** We will create an organization web on the board to help students organize their story.
 * Musical:** Students will create a song about a story from the beginning to the end in order for them to organize it better when they start to write it up.
 * Naturalist:** We will organize a story by basing the organization on how a tree grows from the seed, to the trunk, to the branches, to the leaves, and then to the apples.
 * Verbal:** We will read a short story aloud as a class and students will have to find out which part is the introduction, the different topics, and then the conclusion and how they are written to fit the story.
 * Body/Kinesthetic:** We will demonstrate the organization of a story based on the human body. The feet can be the introduction, then the legs, the torso, the arms, and the head can finish as the conclusion.
 * Intrapersonal:** Students can write down from the start of their day to the end of their day to understand the organization of a story from the introduction to the conclusion.**(Tailor)**
 * (O)** 4.7 Students will be able to demonstrate the use of grammar in everyday writing.**(Explanation)** Product: Zoho Notebook. Will be taught to the class in 2 days.**(Organization)** ||

This will help students to write in more detail and will help others to understand what it is that they are trying to say.**(Why)** //Students will demonstrate command of the conventions of standard English grammar and usage when speaking.//**(What)** Students will use a sandwich organizer in order to organize their thoughts between a correct way to write a sentence and an incorrect way to write a sentence based off of the use of independent and dependent clauses. The think-pair-share exercise will be used before the students create their iMovie in order for them to gain a total understanding of what makes a complete sentence and what components are needed in a complete sentence. Each student will be given the same question about the general rules of sentence structure. Students will then meet up with a partner and share their own ideas about the question that was given to them. We will all then meet back as an entire group and go over what everyone thought.**(Explore)** Students will use their understanding of sentence structure and independent and dependent clauses and they will create an iMovie where they create their own rules for how they want to teach grammar and they then act out what is wrong and what is right about how people in the world should use dependent clauses, independent clauses, and phrases.**(Experience)** The exit tickets will be handed to the students at the end of the class after they have learned about sentence structure and clauses. Students will fill out the exit tickets with what they have learned and if they have any questions or if they are confused about anything. I will then collect the tickets and will read over them. Based upon what the students said, I will teach another class over the material that was most misunderstood as well as go over the questions that any of them asked.**(Revise/Refine)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that using different types of clauses and phrases in writing will help to bring more understanding and meaning to the writing.**(Where)**
 * (H)**5.2 Students will read a poem titled "Make the Pie Higher!" which consists parts of former president George W. Bush's speeches. Students will have to read the poem and then point out what grammatical issues are present in it and what those grammatical issues are.http://www.snopes.com/politics/bush/piehigher.asp**(Hook)**
 * (E)** 5.3 Students will know independent clauses, dependent clauses, phrases, nouns, verbs, and sentence structure.**(Equip)**
 * (R)** 5.4 After giving the lesson over clauses and phrases, I will then have the students fill out an exit ticket where they tell me what they learned today and what questions they may still have so that I can address these questions before the project is due.**(Rethink)**
 * (E)** 5.5 Students will use the Think-Pair-Share and Exit Tickets exercises.**(Evaluate)**
 * (T)** 5.6
 * Naturalist:** We will compare what makes up a ecosystem to what makes up a sentence because although both ideas are different, they both require certain components to make them work.
 * Musical:** We will listen to music and describe the drums as the subject of a sentence, the bass guitar as the verb of a sentence, etc. to help students understand what is in sentence structure.
 * Intrapersonal:** Students will write a quick thought down on paper and will then write a quick complete thought down on paper. Students will then compare the two and how they are different.
 * Logical:** Students can make a sequence of words that make a sentence and rearrange them in order to create a complete thought.
 * Verbal:** We will each come up with a fragment and write it on the board and then come up with a sentence and write that on the board. We will write multiple different types of fragments and compare them to the correct sentences.
 * Visual:** We will draw what we are thinking about, but do not finish the drawing. The create another drawing about a different thought and completely finish it. Students will then explain what the difference is between the complete thought drawing and the incomplete thought drawing.**(Tailor)**
 * (O)** 5.7 Students will be able to recognize how meaning is created through the use of clauses and phrases.**(Self-Knowledge)** Product: iMovie. Will be taught to the class in 3 days.**(Organize)** ||

This will help students to know why it is they are learning grammar and they will know how important it is to have proper grammar in order to accomplish such tasks as a job interview or while writing a professional template for a job.**(Why)** //Students will demonstrate command of the conventions of standard English grammar and usage when speaking.//**(What)** http://www.youtube.com/watch?v=mkO87mkgcNo **(Hook)** Students will use a planning chart to figure out who their audience is going to be when they write their song and what they are going to tell through their song such as a story, describing a person, describing a place, etc. The planning chart will help students map out their approach on the project before ever creating it. The partners exercise will be used to test students knowledge as teams about the content that their project will be over. The project teams will be split up into pairs and each pair will be taught some new information such as what an adverb is and how it is used. The partners then have to come back as a team and each pair will have to teach the other pair the new material. This exercise will teach the teams how to work together and teach each other about new ideas they may come up with on the project and how to work together to express new ideas as a team.**(Explore)** Students will use their knowledge of phrases, clauses, and sentence structure to create a new modern day episode of School House Rock by using Audacity and Comic Life to create a song and a background comic of the episode they invented. This is will be the final project for the unit.**(Experience)** While doing this exercise, students have the option to put their thumbs down if they feel they have questions. If many of them seem unsure of their expectations, I will have them collaborate with their teams and have a chance to discuss with themselves and ask questions to me. I will give them a class period to organize their thoughts and to get rid of any uncertainty they may have about the project and its contents.**(Revise/Refine)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that learning grammar will help students communicate effectively outside of the classroom.**(Where)**
 * (H)**6.2 Students will watch a video from the T.V. show titled School House Rock about conjunctions and other parts of speech. This video will be demonstrating to them how to create their final unit project. After they watch the video, questions will be asked about why they might think the T.V. show taught children about grammar.
 * (E)** 6.3 Students will know nouns, verbs, adverbials, participles, prepositional phrases, independent clauses, dependent clauses, sentence structure, verb placements, phrases, and parallel structure.**(Equip)**
 * (R)** 6.4 Once the project idea has been explained, I will use the thumbs up, thumbs down exercise see if the students have any questions over the project. At the end of each week, I will use the same exercise to make sure that the student has a complete understanding of what is expected of them in the project.**(Rethink)**
 * (E)** 6.5 Students will use the Partners and Thumbs up, Thumbs Down exercises.**(Evaluate)**
 * (T)** 6.6
 * Visual:** We will draw pictures of things in life that need something else to survive such as a rabbit needing a carrot to live just as a dependent clause needs an independent clause.
 * Verbal:** We will create sentences on the board that demonstrate the use of dependent clauses and students will have to explain why they are dependent.
 * Body/Kinesthetic:** We will give the idea that when someone does "blank" they will gain muscle. Students will then hopefully guess "push-ups" and will have to do some in the classroom. This demonstrates how to become a sentence there needs to be an independent clause and there can also be a dependent clause.
 * Naturalist:** We will demonstrate the idea of independent and dependent clauses by using invasive species and comparing how they cannot live without their host just as dependent clauses can't live without independent clauses.
 * Musical:** We will write a rhyming song in order to demonstrate the rules of clauses.
 * Logical:** We will organize how to create a sentence using dependent clauses and independent clauses and what order they go in in a sentence.**(Tailor)**
 * (O)** 6.7 Students will be able to believe that learning grammar will help to communicate effectively outside of school.**(Empathy)** Product: Audacity/ComicLife. Will be taught to the class in 2 days.**(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe