S3+Hersom,+Abigail

=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 you in both your writing and your speaking because voice is what causes our writing to be effective, our speeches to be powerful, and our arguments to be strong. Where do you see voice in the real world? How about in the media? **(WHY)** Students will understand //Comprehension and Collaboration.// **(WHAT)** as well as Sarah Kay's //A Love Letter// [] and discuss how the two poems that share the theme of love could be so different. **(HOOK)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that each piece of writing or speech has its own unique voice and that this voice has a purpose. **(WHERE)**
 * (H)**1.2 Students will watch Rudy Fransisco's love poem []
 * (E)** 1.3 Students will know terms such as voice, tone, bias,audience, perspective, satire, and persuasive speech and how these relate to the overall concept of voice. **(EQUIP)** Students will use a describing wheel to map out their ideas about what voice is. They will use face to face sharing to explore these ideas with a partner.**(EXPLORE)** Students will then write a blog detailing what they think voice is so that I can have a better understanding of their prior knowledge on the topic.**(EXPERIENCE)**
 * (R)** 1.4 They will then be given a handout explaining voice and defining the different terms associated with it and asked to reflect on how this changes or reinforces their previous idea of voice. **(RETHINK)** We will then have a class discussion on what voice actually is and students will be asked to correct and update their blogs. **(REFINE/REVISE)**
 * (E)** 1.5 My pre-assessment will be a quick response blog. My sumative assessment will be their revised blogs. **(EVALUATE)**
 * (T)** 1.6 **Verbal:** Throughout the lesson we will be having class discussions on how voice changes the dynamic of voices as well as group discussions on what the students themselves think voice is.
 * Logical:** The describing wheel graphic organizer used to prompt the group discussions because it takes the abstract concept of voice and causes it to become more concrete.
 * Visual:** The visual learner's needs will be met by the two videos used in the hook as the movement and stances contribute to the voice and are engaging as well as by the graphic organizer which allows them to take the abstract idea of voice and again put it into a format the can see.
 * Musical/Rhythmic:** The rhythmic or musical learner's needs will also be met by the hook videos because the poems both have a unique rhythmic patter to them and are engaging.
 * Intrapersonal:** The intrapersonal learners will benefit from the self reflection exercises on what voice is as well as the personal blog entries on what they think voice is.
 * Interpersonal:** There are going to be both class discussions on voice and what students think it is and group discussions on voice that allow students to work together and bounce ideas off one another. **(TAILOR)**
 * (O)** 1.7 Students will be able to describe how voice contributes to a piece. **Facet:** Explanation **Product:** Blog **Day:**1 **(ORGANIZE)** ||

You will both be able to better define your own voice as well as understand the concept of unreliable/reliable narrator and how this affects a speaker or writer's work. This will help in the real world as you try to decide who to believe or why people think the way they do. **(WHY)** Students will understand //Comprehension and Collaboration.// **(WHAT)** =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that writers and speakers create voice through word choice, points of emphasis, and tone.**(WHERE)**
 * (H)**2.2 Students will watch Miss South Carolina's speech [] and compare this to Coach Brook's speech [] and talk in groups about effective vs. ineffective pubic speaking. **(HOOK)**
 * (E)** 2.3 Students will know how to public speak as well as enhance voice through performance skills. **(EQUIP)** Students will then brainstorm using the ABC brainstorming organizer to come up with a list of good and bad public speaking techniques. **(EXPLORE)** Students will then be assigned a group and asked to make a video blog teaching other students how to effectively public speak. **(EXPERIENCE)**
 * (R)** 2.4 They will then be given an opportunity to write down the questions or concerns they have about public speaking and put them on bubble wrap. We will then have a class discussion on public speaking and as people's concerns are addressed they can come up and pop the bubbles.**(RETHINK)** Students will then actually do the vlogs, working with peers to make sure that all the important aspects of public speaking are met. **(REFINE/REVISE)**
 * (E)** 2.5 The formative assessment will be the Pop-it activity. My summative assessment will be the vlog. **(EVALUATE)**
 * (T)** 2.6 **Verbal:** Students will discuss the idea of public speaking and talk about what works and what does not.
 * Visual:** Again the video hooks are beneficial to the visual learners as they can see what good and bad public speaking looks like as well as hear it. Also their own vlogs appeal to the visual learner because they will be able to see the different techniques of public speaking demonstrated.
 * Musical:** Musical learners will benefit from the hook videos as well because they will be able to hear the difference between effective and ineffective speeches in the tones and emphasis.
 * Kinesthetic:** The pop-it exercise helps kinesthetic learners because they are taking these questions and actually getting rid of them through the act of answering them as well as popping the bubble wrap.
 * Intrapersonal:** Intrapersonal learners will benefit from the ABC brainstorming graphic organizer because it allows them to organize their own thoughts before pairing for the project.
 * Interpersonal:**Students are asked to work together with the teacher to pop these questions during the bubble wrap activity as well as work with a group during the vlog construction. **(TAILOR)**
 * (O)** 2.7 Students will be able to evaluate how the tone as well as the speaking and "stage" presence emphasis their voice. **Facet:** Interpretation **Product:** Vlog **Day:** 3 **(ORGANIZE)** ||

You will be better able to judge the credibility of a person's writing or speaking as well as be better able to understand why the speaker/writer might hold the point of view that they have. **(WHY)** Students will understand //Comprehension and Collaboration.// **(WHAT)** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that the background, culture, and biases of the speaker create their unique voice. **(WHERE)**
 * (H)** 3.2 Students will watch an interview with J.K. Rowling http:///www.youtube.com/watch?v=Kn7nifoMcwQ and take notes on how they would conduct an interview.**(HOOK)**
 * (E)** 3.3 Students will know the importance of looking at the time period of a piece as well as the writer/speaker's background, beliefs, biases and intended audience. **(EQUIP)** Students will then conduct a three step interview where they interview each other in the group to find out more about them as a person. **(EXPLORE)** Students will then be given a partner and asked to pick a celebrity to research. They will take this research and make it into a mock interview where one of the students pretends to be the celebrity while the other asks the questions. They will then record this interview and turn it into a podcast.**(EXPERIENCE)**
 * (R)** 3.4 Students will be asked to write a faux facebook profile reflecting on what types of things they think are important and how these things may shape their personal voice. This will help them start to think of the questions should be addressed in their interviews.**(RETHINK)** Students will then be asked to do the actual research for the interview. They will then write the interview and make their interview podcasts. They will need to bring their research to me to have it approved before they actually start the interview process.They will keep a project notebook of all their resources as well as their thought and questions about voice and interview and I will read these and offer feedback as they work on their interviews. **(REFINE/REVISE)**
 * (E)** 3.5 The formative assessment will be the three step interviews. My surmative assessment will be the interview podcast. **(EVALUATE)**
 * (T)** 3.6 **Verbal:** Students will discuss the idea of writer's/speaker's background and biases and how this affects their voice as well as the actual podcast themselves.
 * Visual:** Again the video hook is beneficial to the visual learners as they can see an actual interview and figure out how they would set up their own interview.
 * Logical:** The logical learners needs are met by the facebook graphic organizer that allows them to concretely lay out who a person is in an organized way.
 * Kinesthetic:** The kinesthetic learner's needs will be met by the process of actually getting up and conducting an interview.
 * Intrapersonal:** Students will be asked to reflect on their own personal lives when filling out the faux facebook graphic organizer.
 * Interpersonal:** Students are asked to work together on the interview project as well as during the three step interview. **(TAILOR)**
 * (O)** 3.7 Students will be able to consider how the speaker's background and beliefs affect their own voice. **Facet:** Consider **Product:** Podcast **Day:** 4 (**ORGANIZE)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that writers and speakers create voice through word choice, points of emphasis, and tone. **(WHERE)** You will need to know this because it helps you to clearly make your point. It is not just for public speaking or writing, but rather think about your word choice when trying to convince a friend of something or the tones you use when you are arguing with someone. **(WHY)** Students will understand //Comprehension and Collaboration.// **(WHAT)**
 * (H)** 4.2 Students will watch Sarah Kay's //Point B// [].They will listen for her word choice, tone, emphasis, and look at the way she performs her piece and discuss how her voice is created and enhanced by these aspects as well as fill out an observation chart to show their understanding of how word choice, tone, emphasis, and other elements affect voice.**(HOOK)**
 * (E)** 4.3 Students will know how to create voice and enhance it through performance. **(EQUIP)** Students will discuss this video using the Give One, Get One exercise where one student gives their thoughts on the subject and then listens while the other student gives theirs. **(EXPLORE)** They will then be asked to take these ideas that they have discussed and create their own spoken word poem. They will need to carefully consider the word choice and tone of their poem. They will then record their poem as a podcast.**(EXPERIENCE)**
 * (R)** 4.4 Students will be asked to discuss with a partner their emotional response to the poem and consider how it evokes different emotions in different people. **(RETHINK)** They will then have to start making their own spoken word poems and they will be required to turn in at least one draft before they record their podcast so that I can approve it and offer any suggestions **(REFINE/REVISE)**
 * (E)** 4.5 The formative assessment will be the observation chart. My sumative assessment will be the Spoken Word Poem Podcast. **(EVALUATE)**
 * (T)** 4.6 **Verbal:** Verbal learners will benefit from this lesson because it allows them to play around with language and analyze it.
 * Intrapersonal:** Intrapersonal learning will be met through the process of thinking about their emotional response to the poem as well as the actual writing and performing of their poem.
 * Interpersonal:** Interpersonal learning will be met through the Give one, Get one exercise as well as the discussion of different emotional responses because both of these enable them to interact and bounce ideas off of others.
 * Musical:** The musical learners will benefit from the spoken word poems (both listening to them and writing one) because it enables them to put their words to a rhythm and use these to emphasizes their points.
 * Kinesthetic:** Kinesthetic learners will be met by this lesson because in the hook video Kay emphasizes her points by using a lot of physical imagery and movement.
 * Naturalist:** Naturalists will be met by this lesson because in the hook video Kay uses a lot of allusions to nature and the student will be able to make their own spoken word poem that can incorporate aspects of nature and the world. **(TAILOR)**
 * (O)** 4.7 Students will be able to analyze a speaker's word choice and reflect on how this creates the speaker's voice. **Facet:** Perspective **Product:** Spoken Word Poem Podcast **Day:** 3 **(ORGANIZE)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that the background, culture, and biases of the speaker create their unique voice. **(WHERE)** This is important because everyone comes from different backgrounds and we may not fully understand the point of view of others or understand them unless we know where they are coming from. Do you ever feel misunderstood? **(WHY)** Students will understand //Comprehension and Collaboration.// **(WHAT)**
 * (H)** 5.2 Students will watch RaNique's digital story //Unable// [] and reflect on their own background experience and how this could affect their voice. **(HOOK)**
 * (E)** 5.3 Students will know how to create voice, enhance it through performance skills, the intended audience and the affect of the speaker's background on a piece. **(EQUIP)** Students will be given an //I am Poem// graphic organizer to reflect on who they are as a person and start putting this into a poetic form. **(EXPLORE)** Students will then be asked to make an imovie that reflects them as an individual. **(EXPERIENCE)**
 * (R)** 5.4 Students will be given the mirror graphic organizer and asked to reflect on themselves and where they came from and then tell one of their classmates a story about their childhood and then the other student will tell them a story about theirs. **(RETHINK)** They will then be asked to create simple storyboard for their imovie and get feedback from both me and their peers. **(REFINE/REVISE)**
 * (E)** 5.5 The formative assessment will be their //I am Poem.// My sumative assessment will be their imovie.
 * (T)** 5.6 **Visual:** Visual learners will benefit from being able to both watch the hook video where RaNique's life is portrayed not only through her words but also through images. They will also be able to express themselves through the images that they chose for their movie.
 * Verbal:** Verbal students will benefit from the narrative piece of this assignment as they will have to write a powerful narrative that captures who they are to incorporate into the video.
 * Musical:** The musical students will like the opportunity to add audio and music to their imovies to express themselves through other means than just through voice.
 * Intrapersonal:** This lesson meets the intrapersonal student in many ways as it allows them to reflect on who they are through the mirror graphic organizer, the //I am Poem,// and through the movie itself because each require the student to really consider who they are as a person.
 * Interpersonal:** Interpersonal students will enjoy the discussion of different performance skills as well as the peer sharing and brainstorming of the storyboards.
 * Logical:** Logical students will learn well through the storyboard that allows them to take the abstract ideas that they have in regard to who they are and what they want in their movie and organize these in a concrete place before diving into the actual video.
 * (TAILOR)**
 * (O)** 5.7 Students will be able to recognize their own backgrounds and biases and how these may affect their own voice. **Facet:** Self-Knowledge **Product:** imovie **Day:** 5 **(ORGANIZE)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that writers and speakers create voice through word choice, points of emphasis, and tone. **(WHERE)** You will need these skills because no matter what you do you will have times in your life when you are asked to stand in front of at least a few people and explain or try to convince them of something. Public speaking is a tool that is used in almost all occupations and can either make or break your career. It is important to be able to create an engaging and unique voice. **(WHY)** Students will understand //Comprehension and Collaboration.// **(WHAT)**
 * (H)** 6.2 Students will watch //Do You Believe in Me// [] speech and discuss this little boys power through the use of his voice and public speaking. Do you think you could ever do this?? **(HOOK)**
 * (E)** 6.3 Students will know how to create voice, how to public speak, and how to enhance voice through performance skills. **(EQUIP)** Students will fill out an ice cream graphic organizer to organize their thoughts for a speech and show me that they are capable of moving from one point to the next in a speech.**(EXPLORE)** Students will then write and present their own speech where they practice their new performance skills as well as convey their personal voice. **(EXPERIENCE)**
 * (R)** 6.4 Students will do a quick timed pair share to brainstorm ideas for their speeches.**(RETHINK)** Students will then be asked to write their speeches and be asked to practice giving speeches to each other and giving feedback to help each other revise and rework their speeches until they are more effective. **(REFINE/REVISE)**
 * (E)** 6.5 My formative assessment will be the ice cream cone graphic organizer. My sumative assessment will be the speech/podcast. **(EVALUATE)**
 * (T)** 6.6 **Verbal:** Verbal learners will be met by both the writing of the speeches as well as the actual presenting of them as they can manipulate words and create a powerful speech.
 * Visual:** Visual students will be met by the ice cream graphic organizer that allows them to see their speech's progression laid out before them as well as from the hook video because the public speaking skills that Dalton uses are powerful in and of themselves.
 * Kinesthetic:** Kinesthetic learners will benefit from actually getting up and giving the speeches. They will be able to pace, use hand gestures, and any other performance skills that they think will enhance their speech.
 * Interpersonal:** Interpersonal students will benefit from being able to express their ideas with classmates during the time paired share as well as practice giving their speeches and giving and receiving feedback.
 * Intrapersonal:** The intrapersonal student will benefit from the ice cream cone organizer that allows them to express and sort through their own thoughts before sharing with others.
 * Musical:** The musical learner will benefit from the actual giving of the speech as well as listening to the other speeches to hear how emphasis adds ro a piece. The hook video will be particularly helpful because Dalton uses a lot of pauses and rhythm changes to create his point. **(TAILOR)**
 * (O)** 6.7 Students will be able to use word choice, emphasis, and tone to create their own voice. **Facet:** Application **Product:** speech/podcast **Day:** 5 **(ORGANIZE)** ||

2004 ASCD and Grant Wiggins and Jay McTighe