S3+Millette,+Megan

=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= You are learning this because in order to write anything you need a structure behind it. This will help you with writing in the future on papers, paperwork, documents, etc. **(WHY)** //**This is to help understand text types and purposes.**// **(WHAT)** with their thesis that will be placed on other students desks. They can use one another for support and help. They will go as long as the nature sounds go, but as soon as they hear the rooster call they will have to get seated. After they have found the supporting facts for their thesis statement and are back in their seat they will have a few minutes to find the best order for their supporting facts to fall after the thesis. This is crucial to how to make the emphasis be on their topic and strong thesis. how they can use structure to get better idea of what they want to say to form a good thesis. They will use the solo-pair-team sharing to help them understand.**(EXPLORE)** The students will take what they learned from the planning chart and use the thesis to create a well structured paper on their topic. Through the formation of this essay the students will post the steps on a wiki where peers and me as the teacher can comment to give help and guidance. over and edit however they wish. **(RETHINK/REFINE)**Then they will split into groups the members will read their peers projects on the wiki and leave comments I will also give feedback the student will then make changes if they wish to fix. **(REFINE)** and they will go to 5 which they are not comfortable with. As well as writing on the card a sentence about what they think it is about. **(FORM 1)** My formative assessment will be a one minute essay that must contain a thesis statement and structure. **(FORM 2)** trying to see how it all fits better. placed in a strong structure to help get your thesis across. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that they must have a strong structure. **(WHERE)**
 * (H)** 1.2 Students will receive a piece of paper with a thesis they then must go and find the examples that go
 * (E)** 1.3 Students will know thesis, topic, transitions, styles, structures. **(EQUIP)** Through the planning chart my students will see
 * (EXPERIENCE)**
 * (R)** 1.4 Students will look to their requirement sheet they will be given and check off the steps as they go through it they will read it
 * (E2)** 1.5 My pre-assessment is card sort where they will rank the terms they will be learning. The 1 will be the one they are most comfortable with
 * (T)** 1.6 **Verbal**: Throughout the whole piece you will be discussing as well as looking into the writing pieces of others and your own.
 * Logical:** In the hook and throughout they will need to logically think about how to incorporate structure into your writing as well as
 * Intrapersonal:** You will need to work by yourself to create your own piece of writing that has a thesis statement followed by examples
 * Interpersonal:** You will receive peer review as well as give it. In the hook you will be able working together to find which statements fit together.
 * Kinesthetic**: They will be moving around when doing the hook where they move around to find their basic structure.
 * Naturalist:** They will be listening to nature sounds to help them think while doing their hook.
 * (O)** 1.7 Students will be able to synthesize an idea based on structure. **Facet:** Explanation **Product:** Wikispaces page **Days:** 3(80) **(ORGANIZE)** ||

You are learning this because in order to write anything you need a structure behind it. This will help you with writing in the future on papers, paperwork, documents, etc. **(WHY)** //**This is to help understand text types and purposes.**// **(WHAT)** to go with the topic and put them on the sticky tabs. They then will need to decide what is the best order to put them into to get their meaning across in the most emphasized way. They will have to complete this task or get as far as they can during three songs. After this we will have a discussion about what this meant to them and what it showed them. pacing (briefly) **(EQUIP)** Through the idea rake my students will be able to form basic ideas to go off their meaning from there they can do anything.They will use the cooperative learning technique of numbered heads together to break into groups and collaborate ideas.**(EXPLORE)** The students will form groups and will take a meaning they want to express. They will make two capzles to describe this meaning one will be random support in a very unorganized manor while the other will be organized. A group discussion will take place after they present their capzles. In this discussion the students and I will discuss which capzles were more effective the misplaced random ones or the ones that were well thought out. We will discuss how this impacted their groups as well as give the groups feedback on what to fix before handing it in. **(EXPERIENCE)** away from this. **(REFINE/RETHINK)** After they do peer reviews they get a chance to revise it before passing it in. **(REVISE)** know and see whether or not it is fact or belief. **(FORM 1)** The formative assessment for this class is a misconception chart, which gives students common misconceptions about a concept that they must respond to and say whether they agree or disagree with it. **(FORM 2)** with this intelligence because they will visually see each piece and need to match them together. put them all together into a piece. They must also strategize to plan the best way to put all the elements in their capzle in such a way as to get their message across to the viewers. they have learned and remembered this way they will be more apt to use what they learned correctly through out the lesson. They can also have a chance to incorporate music into their capzle to add to it and help other musical learners. intelligence. They will learn how to work well with other members in the class through this process. They will also be able to give one another feedback which is helpful to them as well as their fellow peers. They will be asked to take sticky notes and physically paring them and ordering them. They will also be moving around to find other good ideas and this is just during the hook. They also will need to move around and find information for thei final product as well. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that they must have a strong structure. **(WHERE)**
 * (H)** 2.2 Split them into groups; the groups then get a topic of meaning and some sticky tabs. They must brainstorm ideas
 * (E)** 2.3 Students will know meaning, structure (more in depth), fluency, point of view (briefly)
 * (R)** 2.4 Students will receive sheets and peer review one anothers work work as well as describe one idea they really enjoyed and take
 * (E2)**2.5 The pre-assessment that will be used in this lesson would be right angle perspective, which will help students take what they
 * (T)** 2.6 **Verbal**: They will have many discussions in thesis unit as well as times where they will need to read and verbalize thoughts.
 * Visual**: The end product will be a visual representation thus they will be using their visual intelligence. Also the hook appeals to students
 * Logical:** They need to strategize while doing their hook. This is because they must take all the ideas and thoughts and find the best way to
 * Musical:**They will be listening to music as they do their hook activity. This will help them remember what they learned through music, since
 * Interpersonal**: Through out this lesson they will have many times when they will be working with groups this adds to their interpersonal
 * Kinesthetic:** A lot of the activities brought forward in this lesson can be very hands on, which will certainly inhance kinesthetic intelligences.
 * (O)** 2.7 Students will be able to see how structure will emphasize meaning. **Facet:** Application **Product:** Capzles **Days:** 3(80) ||

You are learning this because there are many great techniques involved in writing that can improve the quality of this piece. This process will help you in the future to improve any writing you may have to do in the future. **(WHY)** //**This is to help understand text types and purposes.**// **(WHAT)** then discuss what they see and try to act out two of the ones they can remember much like charades. [] language, etc. **(EQUIP)** They will use a sensory chart as well as an idea wheel to help organize the techniques and their thoughts. **(EXPLORE)** They will be assigned groups; each group will be assigned a few techniques they must research.They need to find ways to explain each as well as a basic understanding of all the facets that have to deal with each technique.They are doing this so as a class we can all master the many techniques better. The groups will take their info and present it to the class in a Prezi presentation. They will share it with the class and they will fill out peer review sheet for each group. **(EXPERIENCE)** them and and fix it all. **(REVISE)** discussion. **(FORM 1)** The formative assessment is A-B-C summaries where they select a technique that begins with the letter they have been given out of the alphabet. They then must go into a brief description of each word. **(FORM 2)** will be verbally talking with peers as well as when they discuss their hook. better understand. This will take them using their logical intelligence to strategize which ways are best for helping others get a better understanding of each technique. opportunity to add music to their project to help musical learner connect to their techniques better. as give them a chance to talk things over with other peers. They will also learn the information better because they will have one another to talk things out and form a better understanding. who learn better in a unique way. this will help their peers understand their techniques and prezi much better. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that using effective techniques help their writing. **(WHERE)**
 * (H)**3.2They will watch this movie to get a basic idea of the types of techniques they will be learning during this lesson. They will
 * (E)** 3.3 Students will know the many techniques of writing such as pacing, cohesion, literary devices, sensory
 * (R)** 3.4 Students will have a rubric to follow. **(REFINE/RETHINK)** I will give them a chance to take the rubric I show
 * (E2) 3.5** The pre-assessment is walkabout review where you see your students basic beliefs and opinions through a form of
 * (T)** 3.6 **Verbal:** This whole lesson is verbal manly because it is hard for something not to be verbal. During this lesson students
 * Visual:** They will visually see the hook or movie that incorporates the learning they will do during the lesson. This will help them
 * Logical:** They will need to come up with a fun and constructive way to present their techniques to their fellow peers using prezi.
 * Musical:** The movie they will watch for their hook will incorporate music to help them comprehend it all. They will also have an
 * Interpersonal:** They will be working in groups for their prezi assignment which will enhance their group skills as well
 * Naturalist:** They are free to incorporate naturalistic thinking into their project as well as challenged to do so in order to help those
 * Kinesthetic:** They will be acting out techniques in their hook getting them actively involved in understanding.
 * (O)** 3.7 Students will be able to analyze what techniques show their point more clearly. **Facet:** Perspective **Product:** Prezi **Days:** 4(80) ||

Have you ever read something and felt like you could connect to what they are saying? The meaning behind their paper was something that caught your attention and made you connect. Meaning is important in writing who is going to want to read what you have written if there is no meaning behind it. **(WHY)** This is to help understand text types and purpose. **(WHAT)** noises or a list of words they will then free write for ten minutes about what is at their station. the describing wheel, and story map 1 worksheets my student will have an easier time finding their voice and adding meaning to their piece. **(EXPLORE)** The students will take what they have learned through these three worksheets and make blog entries on tumbleblogs that will show they have a writers voice. There must be at least three blog entries. **(EXPERIENCE)** This will also allow them to edit how they wish. **(REFINE/RETHINK)** I will read over their tumbleblogs and leave comments with feedback. They will take this into consideration and edit it and post final copy. **(REVISE)** chart of information about writing to another. While at each station they will be asked to discuss with the people there about the subject and take notes on the paper there. They will rotate until the original group is back on their original spot they will then have to summarize what the class thought of their subject. **(FORM 1)** The formative assessment will consist of observation where they work and I walk around and see how their work is going. **(FORM 2)** beginning of the hook. They will relate these pictures to what they know and will learn making it easier for them to grasp important information. when taking on certain task such as the hook and product. they will be doing in class. This will help them throughout the lesson as they will remember certain parts of the lesson because they can relate it to what they know. and understand it. It will help them grasp the lesson and fully master it. and how to do it. They will also need to make their tumbleblogs on their own which incorporates this intelligence. in a way that they can master the lesson. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that meaning is found in writing. **(WHERE)**
 * (H)** 4.2 Have each student come in and pick a station at that station there will be pictures, music, nature
 * (E)** 4.3 Students will know meaning, plot, descriptions, writers voice. **(EQUIP)**Through the five W's chart
 * (R)** 4.4 Student will look to their checklist to make sure they have everything and check it off as they go.
 * (E2)** 4.5 The pre-assessment my students will be given is Carousel Brainstorming where they will move from one
 * (T)** 4.6 **Visual:** They will need to visually see others pictures, writing, and such. They will be given pictures in the
 * Verbal:** They will need to read their product as well as others. They will need to verbalize with fellow peers
 * Naturalist:** They will be able to relate what they are learning in class to their naturalistic views through the hook
 * Musical:** They will be required to listen to music in one of their stations to help them relate to the material
 * Intrapersonal:** They will need to first decide in their small stations during the hook what they need to do
 * Interpersonal:** They will need to work in their small stations during the hook which will make them interpersonal.
 * Linguistic:** They will need to strategize during the hook as well as to find the best way to do their blogs
 * (O)** 4.7 Students will be able to recognize their voice through writing. **Facet:** Self-Knowledge **Product:**Tumbleblogs
 * //Days://**3(80) ||

Have you ever read something and felt like you could connect to what they are saying? The meaning behind their paper was something that caught your attention and made you connect. Meaning is important in writing who is going to want to read what you have written if there is no meaning behind it. **(WHY)** This is to help understand text types and purpose. **(WHAT)** they will be asked to discuss what they liked about them as well as what they found helpful. They will also tell what they already knew and what they have learned. [] [] establishing facts, etc. **(EQUIP)** Students will use a persuasion map and a facts versus opinion worksheet to help develop a side and determine ways to persuade others to follow. **(EXPLORE)** They will use these worksheets to come up with a side for an opinion as well as find a way to persuade others. They will then use persuasion maps to help fellow students see their ideas as well as everything that backs up their ideas. **(EXPERIENCE)** discussion to go over results also giving each student more feedback on their assignment. **(RETHINK/REFINE)** With all the peer feedback the student will go and make changes to their piece. Then, they will hand in the final draft the next day. asked each corner represents a category such as strongly agree, agree, disagree, or strongly disagree. While in their corners they will discuss their like opinions with those around them. **(FORM 1)** The formative assessment for this lesson is turn to your partner. During this students will be given an idea they must turn to their partners and use their persuasion to help the partner see their views. **(FORM 2)** learners get a better understanding. They will also be seeing their classmates presentations allowing them relate each topic to what they have seen. understanding of it all. They will also be giving one another feedback. intrigues that students and draws them in to connect better to the lesson and form a better understanding. understanding of it all. They will also be giving one another feedback. persuasion as well as the subject they are persuading. This will help them with their intrapersonal learning and also their logical as they think up strategies to help them persuade classmates. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that meaning is found in writing. **(WHERE)**
 * (H)**5.2 They will watch this movie to help understand the basics of persuasive writing. After watching the videos
 * (E)** 5.3 Students will know point of view (more throughly then discussed before), perspective, sequencing information,
 * (R)** 5.4 Students will be given peer feedback sheets to fill out while their classmates are presenting. They will have a
 * (E)** 5.5 The pre-assessment is four corners inquiry, which is when students go to a corner based on opinion of a question being
 * (T)** 5.6 **Visual:**They will be watching a video and relating certain images to what they are showing them. This will help visual
 * Verbal:**They will be having discussions and talking things out with one another, which will in turn give them a better
 * Musical:** They put the persuasion to music to help emphasize the point that is being brought forward in the hook. this
 * Naturalist:** The hook related persuasion to real life and animals which will help emphasize a point to naturalist students.
 * Interpersonal:** They will be having discussions and talking things out with one another, which will in turn give them a better
 * Intrapersonal:** They will be creating a persuasion piece all on their own and be trying to get their classmates to understand
 * (O)** 5.7 Students will be able to illustrate their opinions through written language. **Facet:** Interpretation **Product:** Persuasion Map
 * Days**: 4(80) ||

Have you ever read something and felt like you could connect to what they are saying? The meaning behind their paper was something that caught your attention and made you connect. Meaning is important in writing who is going to want to read what you have written if there is no meaning behind it. **(WHY)** This is to help understand text types and purpose. **(WHAT)** great examples for writing.They will be able to explore the site in groups and come up with good questions and insightful feedback for what they would like to better understand and what they enjoyed. [] [] plot, conflict, theme, mood, etc. **(EQUIP)** The students will use the five W's chart, story map 2, and story map 3. Through this assignment they will get a better understanding of what stories entail as well as come up with ideas for their own creative writing piece such as a story or book of poetry. **(EXPLORE)** Using the information from explore they will create their own story/book of poetry using the terminology brought up before as well as everything they learned throughout this writing unit. They will take what they know and write a story that has all the vocabulary in it, a piece of persuasion, a bit of dramatic flair and much more. They will then take their story and turn it into a movie trailer using iMovie. This will be their finished piece as well as handing in the final draft of their creative writing piece. **(EXPERIENCE)** receive feedback from me as the teacher. The students will then have a sharing workshop where they can get peer review. They will have two rubrics for the presentation piece of their rubric to go off of. They will also receive peer feedback sheets their fellow classmates will fill out for their piece. **(RETHINK/REFINE)** After all the feedback is given and they have presented they will be able to go back and fix up mistakes before handing it in the next day. However, their presentation grade will remain the same. **(REVISE)** a topic. **(FORM 1)** The formative assessment for this unit is Student Conference where the students will meet and discuss ideas and final projects with me before turning them into the final product. **(FORM 2)** revises of their pieces. help them better grasp something they could not understand. of your pieces. This will incorporate some logical thinking that will be very helpful in understanding all that goes into the writing process. a whole. Also when they make their movie trailer moving will be involved to film scenes and such, which will help make it more understandable for a kinesthetic learner. and see the secrets of writing incorporated helping them to fully grasp the unit as a whole.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that meaning is found in writing. (WHERE)
 * (H)**6.2 They will watch this video then my students will look at this site to get an overview of
 * (E)** 6.3 Students will know protagonist, antagonist, foreshadowing, flat character, round character, setting,
 * (R)**6.4 They will conference with me during the writing process and we will look at grammatical errors as well as how things sound. They will
 * (E)** 6.5 The pre-assessment for this lesson is interview design. The students will ask and answer questions to come to a final understanding about
 * (T)**6.6 **Intrapersonal:** They will be writing on their own during this process they will learn how to rely in themselves to be the first editors and only
 * Interpersonal:** Through the group workshop and peer feedback as well as feedback from me they will have many encounters with others that could
 * Logical:** They must think creatively about the best way to make their movie trailer to catch the viewers attention and make them want to read more
 * Musical:** there is music in the hook as well as the final pieces that will capture the viewer and help them to understand the information being listed.
 * Kinesthetic:** They will be moving around during the workshop getting one another feedback allowing each a better understanding of the project as
 * Visual:** They will be creating a visual that will help students see the impact one's writing has on their fellow peers. They will watch the movie trailers
 * (O)**6.7 Students will be able to relate their feelings to others through their writing. **Facet:** Empathy **Product:** iMovie **Days:** 8(80) ||

2004 ASCD and Grant Wiggins and Jay McTighe