S3+Rodrigue,+Cassandra

=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]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|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.

=Part 1= 2. Pet-peeves: The lesson would be introduced with a sound clip of Grammar Girls' grammar mistake blog. Then we will have a class discussion about what grammatical errors irritate or baffle the students. This starts the realization that grammar //is// important even to them. (**Hook**) 3. Students will know punctuation: colon, semi-colon, comma, dash, hyphen, quotation, apostrophe, ellipses, exclamation mark, question mark, and period. (**Equip**) Students will use a graphic organizer to write definitions and examples of what the punctuation they already know. (**explore**) Students will collaborate with a group to see if they have the same answers. They will then give their best definition to the class and someone from the group will write the sentence on the board.(**Experience**) 4. Students see what others thought and they can decide together on the best answer; they will then hear my answer if their answer is lacking in any way. (**Rethink**) Students will revise their graphic organizer so that it is full and complete. ( **Revise**) Discuss the changes your group needed to make and make sure everyone is clear on the definitions and examples. (**Refine**) 5. Students will pre-asses their own understanding by filling in the graphic organizer on their own to the best of their ability. They will then finish it off by participating in the WebQuest and growing their understanding to the point of teaching others. (**evaluate**) 6. **Tailor**: 7. Students will be able to be aware of their own reoccurring mechanical errors. (**self-knowledge**) Product: WebQuest 3 Days (**organizer**) || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that there are multiple common mechanical errors. (**where**) Without proper Grammar, others may misinterpret your writing or not take you seriously; so, we must be aware of our own reoccurring mistakes to fix them. (**why**) **//Students demonstrate the use of the structures and conventions of// Standard American English //in their communication.//** (**what**)
 * Visual**: Writing the sentences on the board helps with students who need to see the examples.
 * Verbal:** Throughout the lesson there are many discussions.
 * Kinesthetic**: Students will be able to move about when we are separating them into groups, and they will be able to go up and write on the board to move around more.
 * Logical:** The students will use logic when they are using their definitions to make examples in the graphic organizers.
 * Interpersonal:** It will take teamwork to discuss their personal sentences and collaborate their final definitions. Students will also work together to complete the WebQuest.
 * Intrapersonal:** Students will write their own sentences in the beginning to see where they are and need to grow; then, they will look back on their graphic organizer and fill in their newly learned information.
 * Musical:** The imovie can be appealing to those who have are musically intelligent if they incorporate a song.

9. Funny Misplaced Modifier Signs: I will play the funny signs game with the kids where they will look at a sign that has a misplaced modifier. We will then explore what the sign really says and then what it should have said for what the writers meant. (**Hook**) 10. Students will know: dangling/ misplaced modifiers, clauses, and complex, compound, simple, and compound-complex sentences. (**equip**) Students will write definitions and examples for the different types of sentences in a graphic organizer. (**Explore**) Students will share their definitions and examples with others in the class and make new ones. (**Experience)** 11. Students see what others thought and they can decide together on the best answer; they will then hear my answer if their answer is lacking in any way. (**Rethink**) Students will revise their graphic organizer so that it is full and complete. ( **Revise**) Discuss the changes your group needed to make and make sure everyone is clear on the definitions and examples. (**Refine**) 12.Students will pre-asses their own understanding by filling in the graphic organizer on their own to the best of their ability. They will then write paragraphs that are examples of the varieties of the sentences. Students will be assigned to a group that checks each others' blogs and makes comments or corrections. (**evaluate**) 13. **Visual:** The signs will show students the mistakes, especially in the real world. Also, the writing of new sentences on the board will help seen the correct examples. 14. Students will be able to demonstrate proper sentence and paragraph structure. (**Explanation**) Product: Blog 3 Days (**Organizer**) || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that communication requires proper sentence and paragraph structures. (**where**) In order to write properly in your own personal circumstances, you must practice. (**why**) //Students demonstrate the use of the structures and conventions of// Standard American English //in their communication. (//**what**)
 * Verbal:** Students will be involved in discussions and I will lecture a small bit when I give my definitions.
 * Logical:** The sentence structures are a lot like formulas; I will present the information in that way.
 * Naturalist:** The writing assignment for their blogs is a nature prompt.
 * Intrapersonal:** The students are coming up with their own examples and writing the prompt on their own.
 * Interpersonal:** The collaboration to come up with the definitions and the peer review are chances to talk to one another.

16. Students will compare and contrast text messaging and formal writing. They will answer questions about whether or not grammar used in texts is okay for that situation. (**Hook)** 17. Students will know the different dash use, and word choices for the different scenarios. (**Equip**) Students will use a graphic organizer that explores the different uses of punctuation dependent on formal or informal writing. (**Explore)** Students will share their sentences and critique definitions. (**Experience)** 18. Students will learn form each others' definitions and examples. They will also take a look at their own word choice/ grammar used in all sorts of situations. (**Rethink)** They will have the chance to change their definitions and examples if they find someone else's to be better. (**Revise)** Students will take sentences and change them to be more intelligent, casual, childish, etc. (**Refine)** 19. Students first try at filling out the Graphic Organizer shows me where they are in relation to the content. Students will then make a list of characteristic differences that affect reading/listening skills. This shows me what their preconceptions are of audience. Lastly, I'll see their final knowledge on the subject when I grade the garageband presentations. (**Evaluate**) 20. **Tailor Verbal**: Students will be involved in discussions and make a garageband. 21. Students will be able to compare the differences of audience perspective. (**perspective)** Product: GarageBand 2 Days (**Organizer**) || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that mechanics are dependent on audience and context. (**where**) When writing a formal letter, article, or essay students need to use different mechanics then when they are writing stories or casual texts. (**why**) //Students demonstrate the use of the structures and conventions of// Standard American English //in their communication. (//**what**)
 * Visual**: The graphic organizers allow visual learners to see the different relationships.
 * Logical**: The graphic organizers allow logical learners to make a formula for audience perspective.
 * Naturalist**: The topic of the sentence examples are based on the Naturalist Intelligence.
 * Interpersonal**: There is a ton of teamwork in this lesson. Students will work on the graphic organizer together and the garageband is a group project. Also the entire lesson is based on seeing from another person's point of view.
 * Intrapersonal**: The students can work on their own to fill out the first step of the graphic organizer. They are also always reflecting on what they personal grammar habits are.
 * Musical**: The garageband can include music or be in the form of a song they wrote for the assignment.

23. Discuss restaurants and the way food is delivered to people. There is McDonald's burgers delivered all squashed and wrapped up. Then there is a diner's burger. This is big and a little dressed up on a plate with fries. Next is the fancy restaurant's burger. This burger is served separated with herbs and exotic sauces draped over the burger with beauty, not simple in any way. This is how e will look at grammar usage. (**hook)** 24.Students will know differences in dashes, word choices, and amounts of writing. (**Equip)** Students will use a graphic organizer to explore word choice between friends, bosses, and little kids. (**Explore)** Students, as a group, will create a commercial selling a product. The product will be a class decision. They need to sell the same product to different audiences. (**experience)** 25. Students will compare graphic organizations and see if they understood the differences. (**rethink)** They can change their words or add different words. (**revise)** They will create a commercial appropriate for the different audiences. (**refine)** 26. Students will make graphic organizers that I can check to see their understanding. Imovie subtitles will show grammar they used and I can compare it to the audience it was directed to. **(evaluate)** 27. **Tailor Verbal:** The students will make subtitles for the dialogue, and they are exploring word choice which are both directed towards the verbal intelligence. 28. Students will be able to consider audience, purpose, or context during the writing precess. (**empathy)** Product: imovie with stubtitles 4 days **(organizer)** || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that mechanics are dependent on the purpose or context. (**where)** The grammar you use for your friends, siblings, and boss should differ for easier comprehension **(why)** //Students demonstrate the use of the structures and conventions of// Standard American English //in their communication. (//**what**)
 * Visual:** The movie is a great visual element for visual learners. And the comparison to food is using pictures.
 * Kinesthetic:** The students can get up and move in their movie.
 * Musical:** Since the product is a movie, students can create a jingle for the imovie.
 * Intrapersonal:** The students are analyzing their own word choice.
 * Interpersonal:** The students are involved in teamwork to make the imovie. They are also exploring the difference in audiences. They are thinking about the differences.
 * Naturalist:** The graphic organizer is actually styled after nature.

30. I will give them a few interesting writing topics either about Global Warming, a music topic or something along that lines. I don't want to tell them about the next step until their essay is started. 31. Students will know peer-editing processes. (**equip)** Students will use graphic organizers to organize their essay and edit three of their classmates' essays. **(Explore)** Students will correct each others' essays, make corrections and then the writer will read their corrections and make comments back describing how helpful the corrections were. If the students' corrections weren't helpful, then with my help they will edit it again. Then they will make the corrections to their own essays. **(Experience)** 32. Students will see others' corrections and rethink their essays and their own comments. **(rethink)** Students write comments to each other, critiquing their critiques.**(revise)** If the corrections are unhelpful, then the student will add more comments. **(refine)** 33. The first draft will show me if what we learned about grammar has been fully understood by the students. The three revisions will show me if they can spot mistakes when reading. 34.**Tailor**: 35. Students will be able to critique the work of others to find and fix mechanical errors. **(interpretation)** Product: Wiki-Journey 5 Days **(organizer)** || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that there are multiple common mechanical errors. **(where)** They can earn respect from others; a good way to correct your own errors is by peer-editing, you must be able to do the other side of that as well. **(why)** //Students demonstrate the use of the structures and conventions of// Standard American English //in their communication. (//**what**)
 * Naturalist:** One of the topic choices are pointed towards the Naturalist intelligence.
 * Verbal:** The essay and comments are great for verbal learners.
 * Kinesthetic**: Students will be able to move about when we are separating them into groups, and they will be able to go up and write on the board to move around more.
 * Logical:** The essay organization is great for logical learners because it breaks it down in a formula.
 * Interpersonal:** Correcting each others essays is a great way to learn in a cooperative manner.
 * Intrapersonal:** When reading the comments others made, the students will be able to revise their own work.
 * Musical:** One of the topic choices are pointed towards the musical intelligence.

37. I will show them a bunch of E-books that other kids have published before. I will tell them that it used to be really hard to get word out, now it's extremely easy. So, kids can learn this process and one day actually get paid for it. **(hook)** 38. Students will understand all the processes to write and E-book, including E-book technology, story organization, and grammar. (**Equip)** Students will use a tutorial of building an e-book and all of their previous graphic organizers to remind themselves of grammar and peer-editing advice. **(Explore)** Students are free to work together to peer-edit and to give guidance. **(Experience)** 39. I will ask them what the processes to writing a published text is. We will explore how what we learned previously would be helpful. **(rethink)** Once they are done writing their text I will ask if they think their E-book is perfect. If they say no,then I will tell them that they shouldn't publish it until they do think so. I will ask why. If they say yes, then I will collect their written work and I will make an corrections I think would be helpful. **(revise)** They will then publish their finished revised copy for the world, or parents, to see. (**refine)** 40. Their semi-final product will be edited by me before they publish it. I will look at the steps they took and I will ask them to write them down as if explaining to someone else the steps that should be taken. I will then grade their final published E-book along with the semi-final one. (**Evaluate)** 41. **Tailor**: 42. Students will be able to use appropriate punctuation, spelling, and sentence and paragraph structure to suit purpose, situation and audience. **(Application)** Product: E-book 7 days (**organizer)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that communication requires proper sentence and paragraph structure. **(where)** There won't always be a teacher around to make students do different steps. They need to find their own comfort zone to success. **(why)** //Students demonstrate the use of the structures and conventions of// Standard American English //in their communication. (//**what**)
 * Visual**: The tutorial will have graphics so that they are clear on each step.
 * Verbal:** The E-book and essay are all linguistically interesting tools to keep verbal learners interested.
 * Kinesthetic**: The students actually publishing and being on their own do the work could be very anesthetic.
 * Logical:** The //Perfect Steps to Publishing a Book// the students will create is a problem solving activity. They will think about the problem and try to find a solution.
 * Interpersonal:** Students are free to work with others to peer-edit and brainstorm.
 * Intrapersonal:** Students are on their own, if they choose to be, and they will problem solve their way through working in the by themselves. They will experience their own ability.
 * Musical:** Students are free to pick their own topic and they can pick that topic to be about music. I will also play music softly when we are writing in the classroom.
 * Naturalist:** Students are free to pick their own topic and they can pick that topic to be about nature. I will also give them time to write sitting outdoors if the weather is nice.

2004 ASCD and Grant Wiggins and Jay McTighe