S3+Scheidegger,+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= Learning about the different forms of literature teaches creativity and how to take one thing and transform it into another. Both of these skills are endlessly helpful in any job field. Also looking at the many different kinds of literature lets us develop out own preferences and learn a lot about ourselves. **WHY?** Students will use a tree chart to graph the many different forms of literature and how they branch of the broad definition at the trunk of the tree. They will map out these different forms after exploring the different kinds provided in class and even found during independent searches online.Throughout this process students will pair up and respond to prompts placed on the board. **EXPLORE/RETHINK** Jigsaw. Each table gets one of the versions of "The Raven" and answers certain critical thinking questions. After the group answers the questions on that piece. Then tables mix up, so in that the new group contains one person from each of the old table groups. Then they discuss the different versions of "The Raven". Then all their information is put into a glogster. Table groups can split into pairs if it makes it easier for each student to use the technology. The online poster contains the different forms of literature, an explanation of each form, and characteristics of each form.**EXPERIENCE** Product: Glogster Poster Days: 2 (80) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** **1.1** Students will understand that there are a variety of ways to create literature and many different ways to transform literature. **WHERE?**
 * //Integration of Knowledge and Ideas////.// WHAT?**
 * (H)** 1.2 Hook [|Mr Raven] a rap song (URL: http://www.youtube.com/watch?v=ib1ERGQnloU)
 * (E)** 1.3 Students will know important events and people in __The Arrival__ as well as in "The Raven" (there will be four different versions of this piece) and vocab such as obeisance, beguiling. Also students will know critical details in the story such as "days of yore" reference, the bust of pallas, plutonian shore, etc. **EQUIP**
 * (R)** 1.4 While working on different parts of the glogster five minute partner "think sessions" will intermittently occur. People will pair up with someone outside their group and discuss and share what they've done. There will be prompts placed on the board; "What makes your version/form unique?", "What similarities and differences do out pieces have?", "What is something interesting about each form?", etc. Also once teams feel as though they are at a "half-way" point the instructor will review and discuss the project, giving students a chance to revise before presenting, the instructor will go through a checklist to be sure all points will be covered. The final presentation will be graded with a rubric. After the presentation students will be asked to reflect on the following questions; "Are you happy with what you've made?","Do you feel you and your partner or team shared the work equally?", "What have you learned?", "What would you like to add?". If students would like they have the option to make the changes and further refine their project.
 * (E)** 1.5 (**K-W**-L) In a journal respond to the following; "What is literature?", "What sort of literary devises were used in __The Arrival__ and "The Raven"? How did __The Arrival__ differ from the original "The Raven"? How did the remakes of "The Raven" transform the story?
 * Form I** At the start of the lesson after the rap/hook students will respond by answering the following questions in a journal: "Was that Literature?", "To you what is literature?", "What was the last book you read?", "How did the author influence the book?", "What was your favorite part of that book? Aspect of literature in general?", and "What do you want to learn and expect to learn in this class?". Students check for understanding during "think sessions" and instructor review.
 * Form II** Students will fill out a graphic organizer and create a glogster. They will be reviewed with a checklist then a rubric.
 * (T)** 1.6 **Logical:** Graphs and charts (for example a flow chart showing how the original transformed into the different versions) can be added to the glogster graph and be used as their final product.
 * Visual:** Much of the material contains visuals, and glogster allows pictures (symbolizing characters and important objects) to be added as well as text.
 * Interpersonal:** People will be put in groups to discuss, also there will be five minute think sessions with a partner.
 * Verbal:** Many opportunities are given for students to listen to others as well as discuss things with peers (such as the questions that will be put on the board). There will also be verbal presentations.
 * Intrapersonal:** Journal reflections and question responses allow the student to think over what they have learned and how they think and feel about the material.
 * Musical**: The lesson will start with a rap. Also appropriate and befitting music (Such as music from Poe's lifetime or music with a matching theme to the story) can be picked to play while the poster is viewed.
 * (O)** 1.7 (**EXPLAIN**) EXPRESS the different uses of literature and how they are created.

Being able to deconstruct and closely examine pieces of writing is a skill needed in every day life. Even when reading the newspaper it is wise to examine and think closely about what is being read. **Why?** Books will be taken outside and students will get into groups of three or pairs. They will then pick a small section of a short story gone over in class ("The Premature Burial" and "The Black Cat") to recreate and reenact. The words may be changed but the meaning kept intact. This activity will be done to get students thinking about how authors choose to draw from their source materials when they are creating their own version. It will also get students ready to start thinking like the authors. To create the groups that students will be in for the skit they will be given a piece of paper on the first day of this lesson. The paper will have five categories: author, symbol, character, and form. Each student will have something in each category. Author, character, and form create groups of five while symbol creates pairs. For the skit students will get in their symbol groups (find the student who has the same symbol as themselves) and if needed (because of the number of characters i their given texts) the teacher will put two pairs together. These groups will be used throughout the unit. **EXPLORE/RETHINK** Create blogger or tumblr posts on the play remakes done in class as well as about the emphasis in all the different versions of Poe's stories and what makes them diverse. **EXPERIENCE**  students will talk about the skit remake they did in class. They will also talk about the different forms of literature and critique them and discuss how they are created and why they are created as they are. Links to the students blogs or tumblrs for the class will be put in the class wiki. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W) 2.1** Students will understand that literature is very diverse and represents and emphasizes many different events, objects, and meanings. **Where?**
 * //Integration of Knowledge and Ideas// What?**
 * (H)** 2.2 Can you imagine being buried alive? Image on projector/screen when they come into class of the bell and string device for caskets. The image will be briefly explained and there will be a short discussion on fear being used as emphasis and how that Poe drew from that and how it is easily relate-able.
 * (E)** 2.3 Students will know vocab including catalepsy, lethargic, profundity, indubitably, etc. As well as critical details. **EQUIP**
 * (R)** 2.4 Rethink. Students will complete an "As I See It" activity before they go outside and begin working on their skit. The "As I see It" activity consists of students writing a personal statement, an explanatory statement, prediction statement, and a confusion declaration down. These statements will be based on materials read in class so far and what we have discussed as a class. The statements do not need to be any longer than four sentences but can be as long as the students want. Revise. Pairs can help other pairs during the creating process to help with revisions. Refine. Ideas can be polished and explained in their blog posts.
 * (E)** 2.5 **Form I:** On an exit ticket (later can be inserted into students journals) reflect on whether you think your remake is better than the original, why? How does changing the form change the story? The emphasis? The meaning? Also near the beginning of this lesson students will be creating a short skit reenactment. The skit will show students understandings of critical details in the text and major events in the stories.
 * Form II:**Students will create blog or tumblr posts talking about the skits done in class as well as how the emphasis affects the different Poe stories and versions. In the posts
 * (T)** 2.6 **Nature:** Students will be going outside to reenact scenes to help them think about setting and what kind of role it plays. Also students can use twigs and rocks to represent certain objects in the stories and use them as props.
 * Kinesthetic:** Students will have the opportunity to get up and move by getting into character and reenacting a scene.
 * Visual:** Students will get to watch their classmates skits. This will help reenforce major points and the critical details of the stories that they've gone over in class.
 * Intrapersonal:** Students will fill out an exit card which will give then an opportunity to reflect.
 * Verbal:** Students will have the opportunity to recite lines and listen to their peers listening to others recite their lines.
 * Interpersonal:** Student will be working in groups to create the skit. Students will create scripts and act out their scripts together.
 * (O)** 2.7 INTERPRET Students will be able to critique the different forms of literature and how they are created. Product: Blogger. Days: 2 (80) ||

There are always multiple ways to reach a single goal, and exploring these options will help students become versatile. **Why?** [|Tell-Tale Heart] (URL:http://www.youtube.com/watch?v=ZZsxEwkSIE8&feature=related) Revise: Part way through the prezi making process students will look at their partners prezi and add things they find important that is missing or a source that might help their partner (they will not move or delete anything) and the student can choose whether to keep the information or use the source. This will be called the "take-it-or-leave-it" activity. Refine: Student will have a checklist to go by as they work and will be able to see the rubric they will be graded on at the start of their project. The checklist will also work as a "plus or minus" activity. If the student is unsure about something they can put a minus, if they know something very well a plus, if they know something but don;t feel confident talking to someone else about it they just put a check. If students have questions they can check with a peer who has a plus where they have a minus or talk with the instructor. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are many ways to analyze literature and find the emphasis and meaning, this includes comparing and contrasting different pieces of literature.**Where?**
 * //Integration of Knowledge and Ideas// What?**
 * (H)**3.2 Video/mock movie trailer
 * (E)** 3.3 **Equip.** Students will know important people and events and critical details. This includes all of the characters in "The Tell-Tale Heart" and "The Oval Portrait". An example of a critical detail would be the milky eye in "The Tell-Tale Heart".
 * Explore**. Students will examine and highlight a certain piece and find the emphasis and meaning and think about how they were able to figure out those things, and if not why? and what piece/s are lacking in the story?.They then will talk to a table mate on how they came to their conclusions. Then on a piece of paper split into four sections (and are labled with different stories and versions) students will draw critical details or an item of great emphasis from the short stories they are given. They will then cut the paper so each item is it's own card. The picture will be drawn on the side that does not have the story name/version on it. Then they will show others their cards and talk about what they think and whether they agree.
 * Experience**. Students will create a prezi which illustrates them comparing and contrasting the original Poe story with at least one remake.
 * (R)** 3.4 Rethink: Student will, once graph is done, walk around the room to different tables representing different short stories while music is playing. Once the music (from Poe's time period) is stopped they must all decide on one key element or object from the story that they are closest to (books will be propped up on the table and put there by the instructor quickly before the activity, the the students also would have put their images with their respective books), to act out or show the image of. They will then briefly present to the group why that object is most crucial to the story and how it affects the character and over all plot. They will discuss why it is the best representation and what made that particular image stand out.
 * (E)** 3.5 **Form I**: On a google survey students will list the multiple ways to find the emphasis and meaning in a piece of literature. They will also discuss the different interpretations and opinions brought up while deconstructing the text.
 * Form II:** Students will create a prezi about their comparisons of different literary transformations of Poe's work.
 * (T)** 3.6 **Logical:** Discussions will take place though out the processes.
 * Musical:** Perhaps allowing students to listen to time appropriate music while reading and thinking about the text.Also the musical tables activity allows students to respond to music.
 * Visual:** Prezis are very visual and can be highly personalized with photographs art and decorations.
 * Kinesthetic:** Motion and Movement can be incorporated into a prezi.
 * Interpersonal:** There will be a class discussion and time will be given for each individual to share.
 * Intrapersonal:** Before the group discussions students will have time to go over the text and highlight and think to themselves before sharing. Also there is time for reflection and self assessment.
 * Verbal:** Time will be given to talk things out both as a whole class and in pairs.
 * (O)** 3.7 PERSPECTIVE Students will be able to compare and contrast the textual versions (the originals) with the graphic novel counter-part. Product: Prezi. Days 2 (80) ||

Seeing through the eyes of another (such as the authors) can help you understand things form another point of view and help you become more open minded. Being open-minded can help prevent bullying and unnecessary conflict. **Why?** =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are a variety of ways to create literature and many different ways to transform literature. **Where?**
 * //Integration of Knowledge and Ideas// What?**
 * (H)**4.2 Tim B. Vincent Price poem (perhaps also the video clip). He embodies ideas and key symbols from many of Poe's works. It is also a great example of someone recreating and remixing literature. (URL for video clip: http://www.youtube.com/watch?v=ASHP-vgnjAw)
 * (E)** 4.3 Students will know different ways to change/transform/remake literature and begin thinking why certain changes were made. Also basic vocabulary words are understood to help students fully understand the stories. **Equip**. Students will get a three columned chart. The topics labeled "What Poe did", "What the author did", "What would you do" to fill in. Students are asked to put at least one corresponding element in each column. Then students cut the paper into the separate categories and mix it up with their table mates. Then they all put them together and discuss the importance of each element/symbol and what would happen to the story if they changed in the ways their fellow students suggested. **Explore.** Students will get into groups based on their favorite authors covered in this unit and create a movie about an author and how their life might have affected their writing. If not much actual facts are available about the author the student can make up events that may have influenced their work. The point of the exercise it to have students think about how authors get their inspiration and draw from their original text when creating their own rendition. **Experience.**
 * (R)** 4.4 Rethink. When students finish their script (before they start filming) they will switch their script with another group. They will discuss and give feedback. Revise Each team will fill out a form for the other team. "Did we include an introduction of our author?, Did we include some facts on their life?, Do the influences relate to the story?, What did you find the most informational and interesting?". Also before the students can get a camera out they must show the teacher the peer feedback form and their revised script and the teacher will talk with the group and they will be given a chance to further Revise.
 * (E)** 4.5 **Form I:** Before groups are made students will write a short five minute free write/essay on what their favorite rendition so far is and why. Also if any confuse any of the students or if they are unsure of anything. Groups informally review each others scripts and receive filled out questionnaires. Students sill also been given a small ungraded quiz that will be 3-5 short answer questions.
 * Form II:** Students will fill out the chart as well as film their short video for their project. If the students feel comfortable the videos will be posted on "youtube" and peers will comment on other peers final videos. Students do not have to act, they can use puppets or other creative means. Students will also have the questionnaire filled out by their peers and they will have a teacher review part way through the process of creating the video.
 * (T)** 4.6 **Logical:** The chart being filled out at the beginning of the class helps get logical thinkers engaged.
 * Naturalist**: Films may be shot outside, also elements like weather in a particular short story or film can be considered. There are a lot of natural symbols (plants and animals) that can be incorporated into the films.
 * Intrapersonal:** The short free write/essay allows students reflect on their preferences and opinions and thoughts.
 * Musical:** Sound effects can be used and are encouraged in the film making process. Also even the tone of voice is something to be considered.
 * Interpersonal:** Students will work with others to create their video, and in the editing process and reviews.
 * Kinesthetic:** When filming students will have the opportunity to manipulate scenery and of course move around when acting. Even the student filming will get a chance to get up and move around.
 * (O)** 4.7 EMPATHY Assume the role of the author/s.Product: Movie -> youtube (if comfortable doing so) Days: 1 day to go over favorite authors and imovie software and recent reading, 1 day for script writing and editing, 1 day for filming 3 (80) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that students will understand that there are many ways to analyze literature and to find the emphasis and meaning. This includes comparing and contrasting different pieces of literature. **Where?** Students will be learning a lot about various authors, the authors lives and issues can relate to many things. For example Poe's alcoholism can relate to teen drug abuse. **Why? //Integration of Knowledge and Ideas// What?**
 * (H)** 5.2 Give students a card with an image or words, standing for an author (not too obvious which one), and make them go and match it with the story/book.version (no real right answer). Students talk about why they feel those symbols/words suited that version and how they might fit in with the others. There can a certain number of symbols per group, this will cause discussion based on whose symbol should go where and why.
 * (E)** 5.3 Students will know the critical details and important people and events of the original short stories and their respective remakes. As well as the short history on Poe. **Equip.** Students will create "graffiti walls" on a large piece of paper [if they choose they can have pieces of paper that are already sectioned off and organized]. Students will decide on a symbol and/or words for each version of one of Poe's stories including the original. Students will then see if they can guess the stories/versions based on the symbols on another tables "graffiti walls". Students will discuss what aspects and symbols have changed throughout the remakes. **Explore/Rethink** Students will make capzles comparing and contrasting different versions and the originals. These can include short videos, podcasts, images, and text. **Experience.**
 * (R)** 5.4 Rethink. Students will share their "graffiti walls" with others and hear their interpretations as well as share their own. Revise After students finish each capzle for the capzle time line the teacher will come over and see what they have done. Refine. Also at students "half way" point students are asked to stop and reflect on what they've done so far as well as ask for peer reviews.
 * (E)** 5.5 **Form I:** The "graffiti wall" acts as a pre assessment and the half way point reflections and reviews help students to enforce their learning. Also after the hook activity there will be a "take and pass" activity. Each table will have a sheet of paper and one student responds to the question on the board then passes it on, and once everyone has responded the teacher takes the paper. The question is not personal and it just for the teachers reference, not to be graded.
 * Form II:** A capzle will be created by students that reflects on various texts and is a place where students can contemplate why certain changes were made and details added. Their comparisons can be completely their own as long as they have some textual way to back them up. There will also be peer edits, teacher reviews, and end of the project journal reflection.
 * (T)** 5.6 **Verbal:** Students discuss their opinions on the "graffiti wall". Also capzles may include audio recordings.
 * Visual:** The "graffiti wall" exercise includes a lot of visuals, images can also be added to capzles.
 * Kinesthetic:** Videos incorporating motion can be used in capzles that make it more appealing to kinesthetic learners. Also the capzle program itself moves in a very fluid way and is very interactive.
 * Logical:** Capzles act a lot like a timeline and allow students to organize their thoughts in a linear fashion.
 * Interpersonal:** Students will create the "graffiti wall" art with a group which involves communicating and coming to an agreed upon idea for each symbol selected. Also there are peer reviews as a part of the capzle making process.
 * Musical:** Sounds and music can be put into the capzle program. Students can use sounds or song clips to echo how they think a certain story feels, and then share how the original sounds. This help make the compare and contrast process more appealing to audio learners.
 * (O)** 5.7 SELF KNOWLEDGE on how the graphic novel versions draw on the original text and why certain changes were made and details added. Project: Capzle Days: 2 (80) ||

Students will also use the "blog" feature on the comic hosting website to post their short stories (so both versions are in the same place), a blog on the tools they used, one on the literary devices and techniques they used, and one more listing their new vocabulary words that they learned and used in their short story. Students will also present. During their presentation they will go over what the process was like for them and briefly go over what was in their blogs. Their blogs can also be used as a form of reflection. If students feel uncomfortable posting a reflection online they may use their journals.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that literature is very diverse and represents and emphasizes many different events, objects, and meanings. **Where?** Being able to create different forms of literature and manipulating already existing literature gives students the abilities to send messages and make statements and recreate things and make it their own. A modern example of this is some graffiti.**Why? //Integration of Knowledge and Ideas// What?**
 * (H)** 6.2 A short comic about creating cartoons. "SYAC Learning"
 * (E)** 6.3 Students will know important events and people and vocabulary of literary devices and techniques. **Equip**. Students will fill out two different story maps to explore different ideas for their short stories. As a type of warm-up exercise students will try and fill in a story board with a random story in five or so minutes. Students will then do a three-step interview. The interviewer will act as a publishing company representative and the other student will try and sell their short story ideas.The interviewer will ask clarifying questions about their story. **Explore/Rethink.** Students will then individually create their short stories and graphic novel remakes. **Experience.**
 * (R)** 6.4 Rethink. The students will go through the interviews, both as the interviewer and interviewee. Revise. They will also receive feedback from the instructor at some point within the story and graphic shot story making process. Students will also brainstorm ideas and possible tools and resources for this project together (possibly done as a class). Students will constantly be checking in with peers and the instructor throughout the process at certain "check points", this includes when the short story is done, then the story board is done etc., to help give students multiple options to refine their creations at every stage.
 * (E)** 6.5 **Form I:** The quick five minute story board exercise, and also a journal response answering the following questions: "What sort of literary devices might you use in a story? A graphic novel?".
 * Form II:**Students will complete their short story and then after peer reviews and teacher reviews they will turn their stories into a graphic novel. After everyone's short graphic novels are completed and posted online, students will respond with comments and questions.The students will use ComicFury to create their own website for their comic.
 * (T)** 6.6 **Naturalist:** Students can choose to take pictures instead of draw them. They can go outside to take this pictures and get inspired and use creative weather effects, etc.
 * Intrapersonal:** The final product is done alone although there is a lot of feedback and group brainstorming done throughout the process.
 * Visual:** Comic life (the program that will be used to create the comics) is very visual in nature. Border shapes and sizes can be edited and altered.
 * Musical:** Comic like makes sounds effects that go alone with certain actions. For example stretching a panel makes a certain noise. Also students can have a link to a song they want people to listen to while they are reading their comics linked in their blog or they can put it in a comment on their cover page.
 * Verbal:** There will be a class brainstorming activity as well as the interview activity which will help engage verbal learners.
 * Logical:** Comic can be organized in a linear way, also the story maps work very similarly to charts.
 * Kinesthetic:** Comics can be photographed. Students will get to get up and take pictures or even "act"/model for their comics as well.Students can also include motion/action lines to give their comics a lot of motion.
 * (O)** 6.7 (APPLY) Create a short story that you will then transform into a short graphic novel remake. Product: Short story and graphic short story remake. Days: 3 (80) ||

2004 ASCD and Grant Wiggins and Jay McTighe