S3+Marcoux,+Jacob

=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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1
 * Students will understand that writing needs to convey a clear perspective on a given idea.**(Where)**
 * Students need to learn this in order to develop independent decisions and to convey their opinions clearly.**(Why)**
 * Production and the Distribution of Writing (What)
 * //Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.//
 * //Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.//

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 * (H)** 1.2
 * Students will be split into groups choosing their favorite music genre of the four that will be defined by signs posted about the room.Students will move to a specific area of the room and then plan a statement with their group as to why they like this genre more than others. The teacher will then explain how this correlates with the pre-assessment activity that the students previously participated in and how this is important to their life as a whole. Also, Teacher will explain the importance of organization in an argument, and that an introduction with an identified thesis is crucial to an argument, as well as a body with established key points that the students want to address, and finally a conclusion pulling all of the students points into a one cohesive piece. **(Hook)**
 * (E)** 1.3
 * Students will know will know how to self analyze, the function and importance of a thesis, introduction, body, and conclusion.**(Equip)**
 * Students will use a sequence chart to map out their key points, and students will work to clarify these points with their peers during a three-step interview. **(Explore)**
 * Students will organize an argument defending their favorite movie or book, first on paper, and then they will present it through a video log . **(Experience)**
 * (R)** 1.4
 * Students will rethink their opinion of the film/book, examining why they believe what that do, and then in groups of 3 or 4 they will somehow represent their thinking through a visual image and share it with the group.**(Rethink)**
 * Students will revise their arguments with peers and will submit the sequence chart to the teacher. They will also submit their written log for review before recording the final video log. **(Revise)**
 * (E)** 1.5
 * Students will be asked to split into groups of 3-4. Each student will be assigned a letter, and then express a concept through some sort of visual representation. They will then share their visuals with the group, and the teacher will evaluate the students understanding through verbal review and written comments.**(Evaluate)**
 * (T)** 1.6
 * Verbal- We are going to discuss why opinions are important, and then verbally define the sequencing methods we are using. Students will also have a verbal discussion concerning their favorite music genres where they will be forced to understand why they think the way they do.
 * Logic- Students will organize and argument in a specific sequence with a clear introduction, body, and conclusion.
 * Visual- Students will present a video log to the class and will be able to see how other students have analyzed and discussed their ideas. They also have the visual representation of their argument on the sequence chart.
 * Intrapersonal- Students must fill out the sequencing chart and self-analyze before creating their argument; the bulk of the project can be very intrapersonal if they so desire.
 * Musical- Students will think about their favorite music genre and discuss why they prefer it over others.
 * Interpersonal- Students will work in groups during the A, B, C, D, Whisper, and will also work together in groups during the hook.
 * Bodily/Kinesthetic- Students will move into groups during the hook, and will have the freedom to move about during their video log. **(Tailor)**

=Lesson 2=
 * (O)**1.7
 * Students will be able to design an argument.(Explanation) Product: Video log, 2-3 days. **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1
 * Students will understand that writing needs to convey a clear perspective on a given idea.**(Where)**
 * Students need to learn how to analyze different things and to understand why it causes them to react a certain way, so that they may back up their opinion when challenged. **(Why)**
 * Production and the Distribution of Writing//.// **(What)**
 * //Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.//
 * (H)** 2.2
 * The teacher will show an image from <[]>, and then question the students as to why they see what they see. **(Hook)**
 * (E)** 2.3
 * Students will know how to self-analyze, and how to organize their ideas in a way that can be communicated to their audience.**(Equip)**
 * Students will use a sandwich chart to organize their observation, connecting their reaction with tangible features, and they will discuss these observation by participating in a partners activity. **(Explore)**
 * Students will present a power-point, with digital audio, discussing their opinions on certain images that they have selected. **(Experience)**
 * (R)** 2.4
 * Students will be forced to examine why they hold a certain opinion on their selected image through a series of quick writes. **(Rethink)**
 * Students will reflect on their opinions and determined a solid perspective. They will also be asked to unpack their opinions with the teacher. **(Revise)**
 * (E)** 2.5
 * Students will be evaluated through a series of timed writing responses.**(Evaluate)**

=Lesson 3=
 * (T)** 2.6
 * Verbal: Students will unpack their opinions with their teacher.
 * Logical/Mathematical:Students will have to organize their ideas and use problem solving in order to define and defend their opinions.
 * Visual/Spatial: Students will analyze pictures and images.
 * Musical: Students may incorporate music into their power-point
 * Naturalist: Students may select images of plants or animals.
 * Intrapersonal: Students must reflect on how an image personally makes them feel and extrapolate some of the causes.
 * Interpersonal: Students will discuss their observations with the teacher. **(Tailor)**
 * (O)** 2.7
 * Students will be able to analyze their reactions and interpret them to the class. (Interpretation) Product: Power-point, 2-3 days **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1
 * Students will understand that a good argument has an applicable purpose. (Where)
 * Students need to learn how to analyze an argument and pull out an applicable purpose. (Why)
 * Production and the Distribution of Writing. (What)
 * //Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.//
 * (H)** 3.2
 * Show clip from Martin Luther King Jr.'s "I Have a Dream Speech", [], and question what applicable purpose the students can determined from that short clip.(Hook)
 * (E)** 3.3
 * Students will know how to self analyze, the effect of argument on an audience and the role that they play in communicating their ideas to them.(Equip)
 * Students will use a Problem Solution Chart to establish the problems and solutions that the differing pieces suggest, and they will then discuss the said solutions in small groups during a RoundRobin BrainStorming activity. (Explore)
 * Students will record their responses on blog and will comment on at least 3 peer blogs. (Experience)
 * (R)** 3.4
 * Students will discuss their different pieces with their peers and will form questions in regards to each of the different arguments they have explored. (Rethink)
 * Students will discuss the authors problem and solution with their peers and with their teacher. (Revise)
 * (E)** 3.5
 * Students will perform a Pop-it activity, asking questions about argument structure, audience, and the overall nature of their selected articles.(Evaluate)
 * (T)** 3.6
 * Verbal: Students will discuss their different pieces with their peers and teacher.
 * Logical/Mathematical: Students will have to organize each piece onto a chart establishing clear problems and solutions in each argument.
 * Visual/ Spatial: Students will watch an exert from the Martin Luther King Jr.'s //I Have a Dream Speech//.
 * Musical
 * Naturalist: Students will have to relate the solution within each document to the real world in some way.
 * Intrapersonal: Students will self-reflect on the differing purposes of each piece they select
 * Interpersonal: Students will engage with peers following their examinations of the different pieces.
 * Bodily/Kinesthetic: Students will be able to get up and move around into groups.
 * (O)**3.7
 * Students will be able to relate and identify an applicable purpose within their arguments and within the arguments of others. (Self-Knowledge) Product: Blog, 4-5 days.**(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L) THe** ||
 * **(W)**4.1
 * Students will understand that planning and revision are necessary elements in developing a clear, organized argument.**(Where)**
 * Students will need to learn how to develop ownership of a piece, worrying about conveying their message appropriately and not merely the grade at the end.**(Why)**
 * Production and Distribution of Writing. (What)
 * //Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.//
 * //Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.//
 * (H)** 4.2
 * Class will be introduced with a video illustrating how to put together a Rubik's Cube, []. The teacher will then explain how revision is like putting together a Rubik's cube; it's a puzzle. There are many different combination that can be utilized, and it is the students responsibility to find the one that fits the best. Also, that it is not always quick and simple; it takes time and planning. **(Hook)**
 * (E)** 4.3
 * Students will know how to utilize proper grammar, punctuation, and formatting. **(Equip)**
 * Students will use a garden gate chart to organize the differing weaknesses in the piece they have selected to review for revision. Student's will then participate in a Circle the Sage activity, where students who feel they have successful revision techniques will be questioned by the students in the class, and the class would come together and share common revision techniques.**(Explain)**
 * Students will piece together a comic life that discusses their piece in a way that analyzes how their piece could have been stronger. **(Experience)**
 * (R)** 4.4
 * Students will be given a variety of examples of differing writing flaws, and asked to establish an opinion about how to revise it. People with similar ideas will group together and defend why they would use their approach. **(Rethink)**
 * Students will then go back and make any changes they feel are necessary to their comic life discussions.**(Revise)**
 * (E)** 4.5
 * The teacher will use the decisions, decisions exercise to evaluate student understanding. **(Evaluate)**
 * (T)** 4.6
 * Verbal:Students will work together with a partner to discuss the different strengths and weaknesses of their selected works.
 * Logical/ Mathematical:Students will reorganize and analyze the different strengths and weaknesses of the piece they select and the piece of their partners.
 * Visual/ Spatial:The hook will provide a visual representation of revision.
 * Musical:
 * Naturalist: Weather pending, the class can move outside after showing the video.
 * Intrapersonal: Students will have the opportunity to analyze their piece individually when filling out the garden gate chart.
 * Interpersonal: Students will be working in groups, and the evaluation activity will be done as a whole class.
 * Bodily/ Kinesthetic: Students will move to different areas in the room during the evaluation activity. **(Tailor)**
 * (O)** 4.7
 * Students will be able to analyze writing and point out strengths and weaknesses. (Perspective) Product: Comic Life - 2-3 days **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1
 * Students will understand that writing should have a clear application for the intended audience.**(Where)**
 * Students must learn how to focus an argument on a specific audience. **(Why)**
 * Production and Distribution of Writing. (What)
 * //Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.//
 * //Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.//
 * (H)** 5.2
 * Once student's are seated the following clip from //Lord of the Rings// will play.[]. From this the teacher will explain to students the importance of focusing an argument on a specific audience, and how it incorporation of such recognition will make a piece significantly more powerful.**(Hook)**
 * (E)** 5.3
 * Students will know how to identify their target audience and focus their argument on them specifically.**(Equip)**
 * Students will use a story map to outline their Imovie, and organize their theme, and during the lecture following the hook student will be given 3 a minute reflective break in the middle in order to analyze their thoughts and clarify any confusion. **(Explain)**
 * Student will create an Imovie that discusses a relavent high school issue, targeting students all around the U.S. **(Experience)**
 * (R)** 5.4
 * On a piece of paper students will write down an idea concerning audience that is still unclear in their mind and circle it, then they will make a triangle and inside write something that stood out to them, and finally draw a square and within it write something that was said that they strongly agree with. **(Rethink)**
 * Students will work in groups getting feed back from one another as they go along, as well as handing in a pre-draft outlining their Imovie. **(Revise)**
 * (E)** 5.5
 * The teacher will use the Circle, Triangle, Square activity to evaluate student understanding. **(Evaluate)**
 * (T)** 5.6
 * Verbal: The teacher will explain the importance of the audience, and then the students will have an opportunity to ask questions and clarify.
 * Logical/ Mathematical: Students will organize their Imovie on the story map.
 * Visual/ Spatial:Student's will see a visual example during the hook, and will then make a movie themselves.
 * Musical:Students are strongly encouraged to incorporate music into their Imovie.
 * Naturalist: Imovie can be done outside.
 * Intrapersonal: Students will be given time to reflect on the idea of audience and ask clarifying questions.
 * Interpersonal: Students will work in groups.
 * Bodily/ Kinesthetic: Students should incorporate lots of motion and activity into their Imovie.
 * (O)** 5.7
 * Students will be able to relate an argument to a specific audience. (Empathy) Product: Imovie- 5-6days **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1
 * Students will understand that writing needs to convey a clear perspective on a given idea, that planning and revision are necessary elements in developing a clear, organized argument, and that writing should have a clear application for the intended audience.**(Where)**
 * Students must learn how to bring their understandings of audience, revision, and perspective together into one cohesive piece. **(Why)**
 * Production and Distribution of Writing. (What)
 * //Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.//
 * //Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.//
 * (H)** 6.2
 * Students will come into class and once everyone is seated the teacher will play a clip from Braveheart ([]). The teacher will then break down the speech and extrapolate the affect of effective persuasion. **(Hook)**
 * (E)** 6.3
 * Students will know how to self-analyze, how to identify their target audience, how to organize their argument in a way that best makes their point. They will know proper punctuation, proper grammar, and how to effectively format their piece. Finally they will know the definition and function of key terms: Thesis, body, introduction, and conclusion. **(Equip)**
 * Students will use a persuasion map to organize and develop their argument, and then explain their plan with a group, then with a a partner, and will then spend time revamping their arguments by themselves. **(Explain)**
 * Student will create a podcast presentation of their essay discussing a specific global issue of their choice. **(Experience)**
 * (R)** 6.4
 * After their first draft is complete, students will have one on one conversations with the teacher discussing their paper, and unpacking their ideas. **(Rethink)**
 * After discussing with the teacher, students will work on a revised piece. **(Revision)**
 * (E)** 6.5
 * Students will have a student conference with the teacher, and the teacher will evaluate the students understanding at this time. **(Evaluate)**
 * (T)** 6.6
 * Verbal: Students will discuss their opinions with the group and the teacher will facilitate a discussion based around global issues following the hook.
 * Logical/ Mathematical:Students will organize their argument in a logical order.
 * Visual/ Spatial: Students are encouraged to add photo's with their podcast.
 * Musical:Students can incorporate music into their podcast if they feel it enhances their argument.
 * Naturalist:
 * Intrapersonal: Students will spend time reflecting on their ideas and self-analyzing their opinions, especially while developing the persuasion map.
 * Interpersonal: Students will work in groups during the revision process.
 * Bodily/ Kinesthetic:Students will have the opportunity to get up and move around during the hook. **(Tailor)**
 * (O)** 6.7
 * Students will be able to build an original argument, focus it on a specific audience, and develop their argument over time through planning, revision, and editing. (Application) Product: Podcast- 4-5 weeks. **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe