S3+Kahler,+Michael

=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= Learning to wok through upper level material will help with all of your classes from here on out, and be very helpful when reading anything while at home or work. You will not be be able to live as an informed citizen if you can not read and comprehend the news, **(Why?)** Have students read "The Indian Camp" and fill out storyboard. Students will get into groups of four and discuss their strengths and weaknesses in reading and comprehension. They will then discuss their own personal strategies **(Explore/rethink)**. These students will then individually write blog posts about their strengths and weaknesses as readers and post hyperlinks to strategies that will help them to overcome their weaknesses. **(Experience)** Students will receive feedback from peers and the teacher and get to edit their blogs. **(Revise)** As students leave the room they will need to tell the teacher one weakness in their reading ability, and the teacher will then give them a strategy to help overcome that weakness. **(Refinement)** want to know how to do with reading. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that learning to work through upper level material is very important. **(Where?)**
 * (Range of reading and text complexity.) (What?)**
 * (H)** 1.2 Open class with a video of a slam poetry performance. **(Hook)**
 * (E)** 1.3 Students will know reading strategies. **(Equip)**
 * (R)** 1.4 Students will discuss their strengths and weakness as readers and blog about them. **(Rethink)**
 * (E)** 1.5 Pre Assessment Students will do a KWL chart that describes what they know about their reading ability and what they
 * (T)** 1.6 **Verbal:** There will be a discussion of the short story "The Indian Camp."
 * Visual:** A storyboard graphic organizer will be utilized to map out the story.
 * Logical:** Students will categorize their strengths and weakness in reading "The Indian Camp".
 * Musical:** The hook includes a slam poet who is performing rhythmically.
 * Intrapersonal:** Students will spend time alone reading and mapping out the story "The Indian Camp".
 * Interpersonal**: Students will hold group discussion about their strengths and weaknesses as readers and strategies to become better readers.
 * (O)** 1.7 Students will be able to recognize strengths and weaknesses in their reading ability. (Self Knowledge) Product: blog w/ links Days: 2 (80) **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that learning to work through upper level material is very important. **(Where?)** Learning reading strategies will benefit you in many ways as you grow into an adult because knowing how to read well opens many doors for you. Contemporary American novels open a window to the self, but being able to read textbooks, and even legal documents has a huge benefit in the future.**(Why?)** Range of reading and text Complexity **(What?)**
 * (H)** 2.2 Look at some Batman comics and discuss talk about strategies for reading them. **(Hook)**
 * (E)** 2.3 Students will know new reading strategies **(Equip)** Students will fill out a KWL Chart to tell what they know what reading strategies work for them, what they need help with, and eventually what strategies they learned. **(Explore)** Students will make a comic using comic life that describes their reading strategies and shows the strategies that they plan on using in the future. **(Experience)**
 * (R)** 2.4 **(Rethink)** Students will receive feedback on their comics from me and their peers. **(Revise)** After receiving feedback students will add one more strategy to the end of their comic based on the feedback they receive from me and their peers. **(Refine)**
 * (E)** 2.5 My preassessment for this activity will involve me listing off reading strategies. Students will raise their hand if they use that strategy, and they will show a thumbs up if they have heard of it, but don't use it.
 * (T)** 2.6 **Verbal:** I will discuss reading strategies with my students.
 * Visual:** The KWL chart will serve as a graphic organizer for spacial students.
 * Logical:** Students will categorize their strengths, weaknesses, and strategies.
 * Musical:** Soft music will play in the background while the students work.
 * Interpersonal:** Students will give feedback in groups.
 * Intrapersonal:** Students will work alone to make personalized comics.
 * (O)** 2.7 Students will be able to create new strategies to get through readings. **(Application)** Product: Comiclife Days: 2 (80) **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that reading and comprehending a wide range of texts in beneficial. **(Where?)** Reading and comprehending a wide range of texts will benefit all of your future reading endeavors, and the life lessons presented in the text are relevant to your life. **(Why?)** Range of reading and text complexity. **(What?)**
 * (H)** 3.2 Listen to the song "Read My Mind" by The Killers. **(Hook)**
 * (E)** 3.3 Students will know Gatsby, Tom, Daisy, theme, symbol, and metaphors. **(Equip)** Students will fill out a 5 W's chart for the first 5 chapters of __The Great Gatsby__. **(Explore)** Students answer discussion questions in the comments section of my blog for homework. **(Experience)**
 * (R)** 3.4 After having a think pair share we will hold a classroom discussion about the five chapters that we read. **(Rethink)** After posting on the blog we will discuss the questions in class which will serve as feedback on the students comments. **(Revise)** Students will go back to the blog and discuss further for homework. **(Refine)**
 * (E)** 3.5 **AS a formative assessment I will have the students take a short quiz on the reading.**
 * (T)** 3.6 **Verbal**: There will be classroom discussion.
 * Naturalist:** Nature sounds will be played during group and solo work.
 * Musical:** The hook song "Read My Mind" will stimulate the musical intelligence.
 * Interpersonal:** There will be a think pair share.
 * Intrapersonal**: Students will comment on the blog's discussion questions alone.
 * Visual:** I will draw a map of the setting of __The Great Gatsby__ during discussion.
 * (O)** 3.7 Students will be able to analyze texts and their meanings. **(Perspective)** Product: Comments on blog Days: 4 (80) **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that adequate exposure to a wide range of texts including poems, dramas, and stories is important. **(Where?)** Many pieces of literature can easily be applied to your own life. **(Why?)** Range of reading and text complexity **(What?)**
 * (H)** 4.2 Look at parody comic of __The Great Gatsby__ **(Hook)**
 * (E)** 4.3 Students will know the significance of works, themes, style, plot, characters, the green light, Gatsby's death, Wilson, Myrtle **(Equip)** Students will make a sequence chart for the plot of __The Great Gatsby__. **(Explore)** Students will write and essay and put it on a wiki for peer review. **(Experience)**
 * (R)** 4.4 Students will brainstorm in small groups to come up with essay topics. **(Rethink)** Students will peer edit the essays on each others wikis **(Revise)** Students will then get a chance to revise their essays. **(Refine)**.
 * (E)** 4.5 Students will hand in an exit ticket when they leave class describing the central themes in __The Great Gatsby__.
 * (T)** 4.6 **Linguistic:** Students will brainstorm essay topics in small groups.
 * Logical:** Students will make a sequence chart of the plot of __The Great Gatsby__.
 * Intrapersonal:** Students will work alone while writing their essays.
 * Visual:** The sequence chart is a visual representation of novel's plot.
 * Naturalist:** Students will be moved outside to brainstorm (weather permitting).
 * Kinesthetic:** Students will be used to act out some scenes from the story.
 * (O)** 4.7 Students will be able to consider the role of __The Great Gatsby__ as a piece of literature. **(Empathy)** Product: Essay on wiki Days: 5 (80) **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that adequate exposure to a wide range of texts including poems, dramas, and stories is important. **(Where?)** Many pieces of literature can easily be applied to your own life. **(Why?)** Range of reading and text complexity. **(What?)**
 * (H)** 5.2 Watch opening scene from __Fear and Loathing in Las Vegas.__ **(Hook)**
 * (E)** 5.3 Students will know novel, short story, interconnectedness of themes. **(Equip)** Students will create a word web connecting multiple works to a single theme. **(Explore)** Students will create a webspiration connecting multiple works to a common them. **(Experience)**
 * (R)** 5.4 I groups of 3 students will jigsaw and explain to one another different pieces of writing. (__On the Road__ excerpt, __Moby Dick__ excerpt, and __Fear and Loathing in Las Vegas__ excerpt). **(Rethink)** Students will comment on each others work webs before making their Webspiratons.**(Refine)** Students will then get to make adjustments to their webspirations after getting feedback from me. **(Revise)**
 * (E)** 5.5 Students will indicate their level of understanding of each of the works with a thumbs up or a thumbs down.
 * (T)** 5.6 **Naturalist:** __Moby Dick__ has many naturalist themes.
 * Verbal:** Students will discuss the different works when they jigsaw.
 * Logical:** The word web will be used to organize the material.
 * Interpersonal:** The jigsaw activity will allow the students to interact.
 * Intrapersonal:** Students will work alone on the Webspirations.
 * Visual:** The graphic organizer will connect the stories visually.
 * (O)** 5.7 Students will be able to Evaluate the significance of many pieces of literature. **(Interpretation)** Product: Webspiration Days: 4 (80) **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that reading and comprehending a wide range of texts in beneficial. **(Where?)** Reading and comprehending a wide range of texts will benefit all of your future reading endeavors, and the life lessons presented in the text are relevant to your life. **(Why?)** Range of reading and text complexity. **(What?)**
 * (H)** 6.2 have several students start walking in a circle together. As their footsteps start to synchronize stop them and teach a lesson on conformity. Then have all of the students walk walk around as they please. **(Hook)**
 * (E)** 6.3 Students will know the terms poem, tone, and speaker. **(Equip)** Use a sense chart to find imagery in a Henry Wadsworth Longfellow poem, and a Walt Whitman poem. **(Explore)** Students will make a Prezi that shows the interconnected themes in a short story, novel, and poem. **(Experience)**
 * (R)** 6.4 I will do a three minute review while discussing poetry and terms. **(Rethink)** Before turning in the completed Prezis they will be reviewed by peers. **(Refine)** Students will have a chance to incorporate ideas from other students in their products before turning them in.
 * (E)** 6.5 The three minute review will serve as a formative assessment.
 * (T)** 6.6 **Kinesthetic:** Marching activity.
 * Linguistic:** The discussion of poetry terms is linguistic.
 * Visual:** The prezi is a visual way to show an understanding of the material.
 * Interpersonal:** Peers will review and give feedback on the rough version of the Prezi, and discuss the poems as a group.
 * Intrapersonal:** Students will work alone to make their Prezis.
 * Naturalist:** The marching activity will take place outside.
 * (O)** 6.7 Students will be able to Exhibit an understanding of many texts in various mediums **(Explain)** Product: Prezi Days: 4 ||

2004 ASCD and Grant Wiggins and Jay McTighe