S3+Tracy,+Samantha

=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= create the theme in literature. **(WHERE?)** Students are learning this because it teaches them to end feuds before it goes too far. This relates to students because many commit suicide or hurt themselves because they are being bullied or are in fights with other classmates. **(WHY?)** ([]). Tybalt, Mercutio, Benvolio. **(EQUIP)** Students will use the Think-Pair Share process to develop a story map to relate characters to the plot and their roles in the story. **(EXPLORE/RETHINK)** Students will then share their story maps with the class to show how well they understand the first two acts of the play. **(EXPERIENCE)** sound effects or music. **(RETHINK)** Students will then get peer feedback by splitting up into stations and having other groups read their work while they read others where they will use a rubric to score their classmates. **(REVISE)** After students have recieved this feedback from their peers on how to make the script better, they will then create their final product. **(REFINE)** to the side, or down depending on how well their understanding of //Romeo & Juliet's// plot line. For students to self-assess themselves, the will create a character map of major characters and how they are either Capulets or Montagues. with one another about their project and bounce ideas off one another. map that shows them exactly how characters are related. according to the families of Montague and Capulet. they remembered where characters belong in the two major families. =Lesson 2= Students are learning this because it teaches us that even though these characters are from years ago, they still relate to us today. to them, they will read this article on a modern day Romeo and Juliet couple: ( [|http://www.huffingtonpost.com/2011/04/29/nicole-dones-jackson-powell-missing_n_855531.html]). and Montagues hate one another, Romeo and Juliet are forbidden lovers. **(Equip)** Students will have a Three-Minute Review using the Read Write Think web/notetaker in groups to ask one another lines that they do not understand and also figure out as a group what parts of the text that are still fuzzy. **(Explore)** Each group comes back together as a class where they ask the teacher the questions that were still unclear to them and the teacher helps them out. **(Experience)** wish to put in. **(Rethink)** The students will pass this script in to the teacher at the beginning of the class period for feedback and they will receive them back the next morning. **(Revise)** Finally, students will get together in their group and look over the changes the teacher has made using a checklist and apply them to their new script and record the product. **(Refine)** and they will then have to attempt to translate what that section is saying. To self-assess, the teacher will pass out the same pre-assessment at the end to see how much students learned and improved. going to do of Shakespeare's language used in the text. Days: 3 (80). **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that characters and audiences point of view
 * //This is to help understand the Craft and Structure of Literature.// (WHAT?)**
 * (H)** 1.2 In order to hook students into //Romeo & Juliet//, I will show a video of "A Short Recap of //Romeo & Juliet//"
 * (E)** 1.3 Students will know important characters like the Montagues, Capulets, Romeo, Juliet,
 * (R)** 1.4 Students will have one full class period and time outside of class to create a script for your podcast which can include
 * (E2)** 1.5 In order to pre-assess the students, they will do a "Thumbs Up" activity where they will either put their thumb up,
 * (T)** 1.6
 * Verbal/linguistic**//:// making the script and the actual podcast.
 * Interpersonal**//:// the students into groups of three so they can converse
 * Visual:** students include pictures related to the content in their podcast and also when they create a character
 * Logical**//:// students have to create a character map and they have to figure out where each character goes
 * Intrapersonal:** students work on their own to make this character map to assess themselves on how well
 * Musical:** students put either music, sound effects, etc into their podcast.
 * (O)** 1.7 Students will be able to consider how well they relate to certain characters. **(EMPATHY)** Product: podcast. Days: 2 (80).
 * (ORGANIZE)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W) 2.1** Students will understand that comparing and contrasting texts and characters contributes to its meaning. **(Where?)**
 * (Why?)** //**This is to help understand the**// **//Craft and Structure of Literature.// (What?)**
 * (H)** 2.2 In order to make students become more engaged with Romeo & Juliet and see how it relates
 * (E)** 2.3 Students will know critical details to translate //Romeo & Juliet// into modern language; Capulets
 * (R)** 2.4 This talk show will first be written into a script featuring dialogue, any sounds clips, and any music students
 * (E2)** 2.5 To pre-assess students, the teacher will first pass out specific lines from Shakespeare's //Romeo & Juliet//
 * (T)** 2.6
 * Verbal:** using garage band and speaking on an auditory microphone.
 * Visual:** writing the script, logical is used when translating Shakespeare's language,
 * Interpersonal:** students' group work with their peers.
 * Intrapersonal:** students are self-assessed and pre-assessed on Shakespeare's language **.**
 * Musical:** the sound or music that students are to put into their radio talk show.
 * Logical:** is used to assess students on how well they understand Shakespeare and the translation that they are
 * (O)** 2.7 Students will be able to predict what each character is trying to say. **(Explanation)** Product: garage band radio talk show.

Students are learning this because it teaches us that even though these characters are from years ago, they still relate to us today. to them, they will read this article on a modern day Romeo and Juliet couple: ([]). and Montagues hate one another, Romeo and Juliet are forbidden lovers. **(Equip)** Students will have a Three-Minute Review using the Read Write Think web/notetaker in groups to ask one another lines that they do not understand and also figure out as a group what parts of the text that are still fuzzy. **(Explore)** Each group comes back together as a class where they ask the teacher the questions that were still unclear to them and the teacher helps them out. **(Experience)** wish to put in. **(Rethink)** The students will pass this script in to the teacher at the beginning of the class period for feedback and they will receive them back the next morning. **(Revise)** Finally, students will get together in their group and look over the changes the teacher has made using a checklist and apply them to their new script and record the product. **(Refine)** and they will then have to attempt to translate what that section is saying. To self-assess, the teacher will pass out the same pre-assessment at the end to see how much students learned and improved. going to do of Shakespeare's language used in the text. Days: 3 (80). **(Organize)** ||  || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||  ||
 * **(W) 2.1** Students will understand that comparing and contrasting texts and characters contributes to its meaning. **(Where?)**
 * (Why?)** //**This is to help understand the**// **//Craft and Structure of Literature.// (What?)**
 * (H)**2.2 In order to make students become more engaged with Romeo & Juliet and see how it relates
 * (E)** 2.3 Students will know critical details to translate //Romeo & Juliet// into modern language; Capulets
 * (R)** 2.4 This talk show will first be written into a script featuring dialogue, any sounds clips, and any music students
 * (E2)** 2.5 To pre-assess students, the teacher will first pass out specific lines from Shakespeare's //Romeo & Juliet//
 * (T)** 2.6
 * Verbal:** using garage band and speaking on an auditory microphone.
 * Visual:**writing the script, logical is used when translating Shakespeare's language,
 * Interpersonal:** students' group work with their peers.
 * Intrapersonal:** students are self-assessed and pre-assessed on Shakespeare's language**.**
 * Musical:** the sound or music that students are to put into their radio talk show.
 * Logical:** is used to assess students on how well they understand Shakespeare and the translation that they are
 * (O)** 2.7 Students will be able to predict what each character is trying to say. **(Explanation)** Product: garage band radio talk show.

theme is to literary works because without that, there is no clear understanding of the text. The theme comes in early in literature, many students have read Mother Goose stories where each has a theme and a lesson to be taught; Shakespeare is just like a more complex Mother Goose! **(Why?)** on it. These pieces of paper will represent specific moments of Shakespeare's life. Examples include, 1564 for Shakespeare's birthdate, Stratford upon Avon for Shakespeare's birth place and so on. The class will then go outside where there is more room and use specific parts of nature to identify where to go based on Shakespeare's traits. Then students have to guess what they think their cards mean by arranging themselves into groups. The teacher will then explain what each card means to the students. a favorite character (out of the list above) and then make a four-column chart describing their personality, important quotes, what they did in certain acts of the play, and how their death impacted the story/how someone elses death impacted them. **(Explore)** After making this chart, they will get into groups according to the character that they chose and get peer feedback on what they wrote down. They can also add to their chart to help create a well rounded character. **(Experience)** character that they all have chosen. **(Rethink)** These Jigsaw Groups will then present the ideas and teach about their character to the class briefly while getting feedback from peers and teacher. **(Revise)** The groups then start writing their biography's or at least the outline of it. **(Refine)** is so students can ask questions confidentially and if they are afraid to speak up in class. To self-assess, students will reflect on what they learned in that class period on an exit card. They could also explain if their question was answered or need more refining. Biography. Days: 5(80) **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that characters and audiences point of view create the theme in literature. **(Where?)** To understand how important
 * //This is to help understand Craft and Structure of Literature.//** **(What?)**
 * (H)** 4.2 When students walk into the classroom, the teacher will hand them a sheet of paper that has a number or fact
 * (E)** 4.3 Students will know important characters such as: Romeo, Juliet, Tybalt, Mercutio, and Benvolio. **(Equip)** Students will choose
 * (R)** 4.4 The same groups will get together and act as "Jigsaw Groups" where each person will teach to the group something about the
 * (E)** 4.5 To pre-assess students, they will write up on a question board things they do not understand about the plot, certain characters, etc. This
 * (T)** 4.6
 * Verbal:** The Jigsaw groups speaking to the class and to one another about their character.
 * Visual/Linguistic:** Writing the biography.
 * Bodily-Kinesthetic:** The hook, getting up and figuring out where each trait of Shakespeare goes.
 * Naturalistic:** Going outside and interacting with certain points of nature.
 * Logical:** How to organize the biography and think critically about specific characters.
 * Interpersonal:** Working in Jigsaw groups and interacting with other students.
 * (O)** 4.7 Students will be able to analyze how a character shapes the theme/meaning of the play. **(Perspective)** Product: A Published

Students learn about //Romeo & Juliet// because this text shows how jumping to conclusions and errors of judgement can have serious reprecussions. **(Why?) //This is to help understand the Craft and Structure of Literature.//** **(What?)** the room of "Romeo" "Juliet" "Tybalt" "Mercutio" and "Benvolio." They will then have to put their trait with the matching character. Romeo & Juliet died, their marriage, and the resolution of the play. **(Equip)** They will use the Problem-Solution chart to map out the problems in the play, and then how they were resolved. **(Explore)** They will then get into groups to share their ideas with one another and see how each explained the solution to the problems in the play. **(Experience)** //Juliet//. **(Rethink)** They class will then do a round-robin brainstorming where they will discuss what one another came up with in terms of the important aspects of the play. **(Revise)** They take these new ideas and incorporate them into the storyboard that they created for their comic. **(Refine)** involved. To self-assess them, they will then review with the teacher what they had filled in on the concept map with the teacher to see if they were correct or needed refining on what happened in the plot line of //Romeo & Juliet//. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that comparing and contrasting texts and characters contributes to its meaning. **(Where?)**
 * (H)** 6.2 The hook for this final lesson is to have certain traits of particular characters on students' desks. There will be signs across
 * (E)** 6.3 Students will know important events like the fights between the Montagues and Capulets, Mercutio and Tybalt's death, how
 * (R)** 6.4 Groups of three are established and then they each discuss what they think should be included in their comic for //Romeo &//
 * (E2)** 6.5 To pre-assess students, they will be given a concept map and they have to fill in the important story lines and the characters
 * (T)** 6.6
 * Visual:** creating the comic and showing it to the class
 * Logical:** Thinking about the sequence of events in //Romeo & Juliet// and putting them into a concept map and during the hook.
 * Bodily-Kinesthetic:** The hook where students have to physically move to the character they think their trait goes to.
 * Verbal:** Presenting ideas to the class that they think are major points in the play during the Problem-Solution chart portion of the lesson.
 * Interpersonal:** Getting in groups to create the comic.
 * Intrapersonal:** Making the concept map on their own.
 * (O)** 6.7 Students will be able to decide how the families shape the whole play. **(Application)** Product: ComicLife. Days: 3 (80) **(Organize)** ||

for many modern authors. **(Why?) //This is to help understand the//** //**Craft and Structure of Literature.**// **(What?)** what they wanted to know, and what they learned at the end of the unit. We will go outisde and use natural aspects to form a human KWL chart. **(Explore)** This is then shared with the class and everyone can give each other feedback on how they felt the same way or differently at the end of the unit. **(Experience)** //Romeo & Juliet// throughout the unit, the teacher will edit the journals and see if they need to think more intently about one thing or explain in more detail. **(Revise)** Then students will either add or omit things from their journal and type it up on a blog entry that is at least 5 paragraphs long. **(Refine)** add along to their journals. Students are self-assessed by using the journal and typing up the blog reflection.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that they will read increasingly complex text. **(Where?)** Learning about //Romeo & Juliet// shows how Shakespeare set the stage
 * (H)** 5.2 Students can play this interactive game on //Romeo & Juliet//: ([])
 * (E)**5.3 Students will know definitions to drama, sonnet, tragedy, themes, motifs. **(Equip)** They will use a physical KWL chart to tell what they knew at the beginning of the unit,
 * (R)** 5.4 Students will have a full class period to reflect on their learning and organize their journals throughout the unit. **(Rethink)** After sharing how they felt about
 * (E)** 5.5 Students are pre-assessed asking the teacher directly anything they want to know about the plot line, or anything else they need clarifying which they can also
 * (T)** 5.6
 * Linguistic:** By typing up everything they have learned throughout this unit, students are using their verbal/linguistic intelligence.
 * Kinesthetic:** Not just using a worksheet as a KWL chart but making a human one.
 * Naturalistic:** Going outside and creating a physical KWL chart using nature.
 * Logical:** Reflecting back on the unit, thinking rigorously about what they have learned throughout the semester.
 * Intrapersonal:** Typing up the blog entries on their own.
 * Interpersonal:** Doing the group KWL activity with their peers.
 * (O)** 5.7 Students will be able to self-assess how much they have learned from the text. **(Self-Knowledge)** Product: Blog Entry. Days: 2 (80) **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe