S3+Douglass,+Leah

=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. A clip from a current movie and TV show will be presented at the beginning of the lesson. Students will be asked what they think the themes or topics were for the movie and show **(Hook).** 3. Students will know the definition of "subject," "topic," and "theme" **(Equip)**. Student's will be given three blank describing wheel graphic organizers. In the topic section they will write "subject" "topic" and "theme" respectively, and brain storm what the subject, topic, and themes are for One Flew Over the Cuckoo's Nest **(Explore)**. Students will use Think-Pair-Share, where they will first fill out the charts by themselves, then go into groups and exchange thoughts on each others charts and then share them with the class **(Experience).** 4. After Think-Pair-Share students will write a short description of why they believe that theme is relevant to the novel **(Rethink).** Student's will have a chance to incorporate the feed back they got from their classmates into their charts. They will hand in their charts to me and I will provide more feedback for them to ponder and suggestions for them to edit their charts **(Revise).** Students will finish assignment by using the feedback they got to write. a blog entry for their top two choices for all three topics of which are most relevant and important to the novel **(Refine).** 5. Before the charts are given out students will have taken a pre-assessment. This pre-assessment will serve as a checklist for them so they will know that they are on track. While students are discussing the topic I will observe and see how well students are comprehending the subject and correct misconceptions **(Evaluate).** 6.**Verbal:** Students will be using discussions to acquire knowledge and feed back through the Think-Pair-Share and class discussion. 7. Student's will be able to identify and explain themes and topics and tell the difference between them. **(Describe)** **(1 day)** Product: Blog entries **(Organize).** || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that themes are how writers communicate on common ground with their audiences, and that there is a difference between topic and theme **(Where).** Themes are in almost every piece of entertainment such as: movies, TV,books, magazines, and music. Understanding themes will help connect to others even when students don't have much in common with them **(Why)**. **Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader's response** **(What).**
 * Visua**l: The movie and TV clip should tap into their visual needs, Student's will be provided with charts to organize their thoughts visually. They are also welcome to draw their ideas in the chart along with written explanations.
 * Interpersonal:** Students are asked to exchange ideas in the Think-Pair-Share portion of class along with contributing to class discussions.
 * Intrapersonal:** Students are asked and given time to reflect and think about the lesson through their blog entries and an during the "think" portion of their cooperative learning.
 * Logical/mathmatical:** Students must defend their decisions in a logical way, and they are given a chart to fill out with the ideas of the lesson, including a Venn-diagram comparing topic and theme.
 * Musical:** Students will be asked to bring in a sample of a song that illustrates a theme from the novel. There is also a good possibility that the hook with have some catchy music in it **(Tailor).**

9. Play a song that has uses a large metaphor such as the one found in One Flew Over the Cuckoo's Nest **(Hook).** 10. Student's will know what a "literary device" and "literary element" are, along with knowing the definitions of "metaphor," "simile," "allegory," and "analogy"**(Equip).** Students will use the Word Cluster 2 organizer to literary devices and literary elements into similar categories, drawing pictures to make connections **(Explore)**. Students will be broken up into groups and the Round-Robin brainstorming method will be used. Students will be given examples of literary devices and will have to decide in their groups which device it is **(Experience).** 11. The Round-Robbin cooperative learning style allows the students to bounce ideas off each other about literary devices and have a chance to edit their graphic organizers **(Rethink, Revise).** Students will write thirty second long skits incorporating literary devises they have discussed. They will then put them on for the class **(Rehearse)**. After their peers will offer them constructive advice and then they will have a chance to rewrite their very short scripts **(Refine).** 12. The discussions and group work is a good basis to evaluate where students stand. Students will pass in index cards with critiques on their peers skits. This will allow me both see the misconceptions the students have that are making the skits, but also assess how much the students know who are critiquing **(Evaluate).** 13. **Musical**: The hook at the beginning of class should illustrate how literary devices enhance a piece of art. Students will also be asked to bring in their own songs that have strong examples of literary devices. 14. Student's will be able to identify literary devices and elements especially those found in One Flew Over the Cuckoo's Nest. **(Analyze) ( 2 days)** Product: Songs added to the class wiki page, brief skits created in class, and their graphic organizers **(Organize)**. || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that not all literature uses every literary device, but all works include some **(Where).** Literary devices such as similes and metaphors help people make comparisons and understand foreign ideas **(Why). Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader's response//(//What//)//****.**
 * Interpersonal:** The students will work together to answer the questions posed and work together to correct misconceptions.
 * Intrapersonal:** "Think" time will be provided so that students can reflect on the information before they have to apply it.
 * Bodily:** Students will act and animate their short skits. They will represent their knowledge of literary devices through use of their actions.
 * Verbal**: Student's will be in groups where they will discuss their ideas. Then they will create skits that will convey information both through action and words.
 * Visual:** Students will use graphic organizers to visually display their ideas. Students will also watch students explain literary devices **(Tailor).**

16. Clips from the Dark knight. The students will then discuss which characters are dynamic and which are static. (hint Bruce Wayne and Two face are dynamic and the Joker is the static character) **(Hook)**. 17. Student's will know how to describe and identify dynamic and static characters **(Equip)**. Students will use Venn diagrams to compare characteristics of dynamic and static characters, and then have two separate Venn diagrams comparing their own qualities to those of traditional static and dynamic characters **(Explore)**. Student's will use the Three-Step-Interview. Students will interview each other asking questions that will determine what characteristics match dynamic and static characters **(Experience)**. 18. Student will work in groups to interview each other. They will evaluate their own ideas **(Rethink)**. Students will take the advice of their interviewer to add to their Venn diagram **(Revise)**. Students will use the feed back they are given when creating the product for this section **(Refine)**. 19. There will be a form of peer evaluation with the Three-Step-Interview, along with correcting and commenting on the Venn Diagrams students make **(Evaluate).** 20. **Visual**: Students will be applying their knowledge by making a comic life, and using their artistic and spatial skills to represent what they know. 21. Student's will be able to identify static and dynamic characters and their role in plot development. **(Recognize)** **(1 day)** Product: As homework students will be asked to create a comic life with a super hero that is either dynamic or static and character and defend why that trait would make them a good hero **(Organize)**. || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand the qualities of dynamic and static characters and ow they shape the plot **(Where)** Students will find these characters in comic books, books, movies etc. It will also make them understand psychology better **(Why)**.**Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader's response (What)**.
 * Intrapersonal**: Students must reflect on their own characteristics, qualities, and habits to understand the topic and create the comic life.
 * Logical**: Students will be asked to use charts to outline their qualities and to qualify why they are placed under a certain category. They will then have to tally up how many qualities they have in common with the characteristics.
 * Verbal**: Students will be discussing and writing about their characteristics.
 * Interpersonal**: Students will be broken into groups to question each other and share information.
 * Naturalistic**: Students will have time to compare dynamic and static characters to outside elements such as stagnant bodies of water and rapid flowing rivers **(Tailor)**.

23.Students will be given a series of puzzles and brain teasers. The only problem is that important parts are information will be missing. Students will then have to draw connection to structural elements of plot and make educated guess on what plot elements the missing information represents **(Hook)**. 24. Students will know the literary definitions of "conflict," "rising action," "crisis," "climax," "falling action," "resolution," "Denouement," and "foreshadowing." **(Equip)** Students will be given the graphic organizer called the Five W's where they will write down important plot points of the novel **(Explore).** Students will be broken up to groups, and they will use the Team-Pair-Solo cooperative learning method to fill out their organizer **(Experience)**. 25. Students will be asked to write a blog entry reflecting on the in class information and assignment **(Rethink)**. Students will have a chance to share ideas about plot with a team, then a partner to decipher important plot points in the book. They will be given time to reflect on each others ideas and make edits to their own chars **(Revise)**. Students will be given time in class to work on their project and get feedback from me **(Revise)**. 26. Students will have to pass in the puzzles and an explanation on why they placed the missing information with the structural elements of the plot **(Evaluate).** 27. **Naturalistic**: We will take a section of the class period to read the novel outside to illustrate the escape from the asylum to the ocean. 28. Students will be able to identify the structural elements of the plot while reading through a novel. **(Evaluate) (1 day)** Product: An animated flow chart via iMovie of their own idea for a novel that points out the elements of the plot **(Organize).** || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand the structural elements of the plot **(Where)**. Understanding plot will help students see why organization is necessary for many things in their life, like writing a letter. What important information needs to go first **(Why)**. **Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader's response** **(What).**
 * Verbal**: Students will be given verbal instructions. Students will also work in groups and discuss plot structure.
 * Interpersonal**: Students will work in teams and pair to figure out questions posed.
 * Intrapersonal:** While using the Team-Pair-Solo grouping students will also have to work independently to come to their own conclusions on certain questions.
 * Visual**: Students will be working with graphic organizers, but they will also be making their own flow charts to illustrate the plot.
 * Musical:** Students will have a chance to add sound to their digital flow charts **(Tailor)**.

30. Students will write down a major conflict in their lives. I will ask for volunteers to read theirs to the class and we will discuss why this conflict came about and what similarities it has had to the text we are reading or previous text they have read **(Hook)**. 31. From previous lessons students have learned about plot structure and dynamic and static characters, they now will know how these to work together to create the plot **(Equip)**. The students will be given a Venn Diagram to compare to opposing views and the conflict that is created **(Explore)**. Students will then be given time to reflect and share ideas with a three minute review **(Experience)**. 32. During the Three-Minute-Review students will have time to consider their group mates questions and ideas **(Rethink)**. Students will be given comments on the blogs that they will write and given a chance to edit them **(Revise).** Students will be given a chance to get feedback from peers and myself about their narratives, they will also will be asked to have several drafts **(Refine).** 33. Students will be given freedback and advice from both peers and me on their blog entries. The class discussion about conflict will also be a chance to assess how well they comprehend the information **(Evaluate).** 34. **Verbal:** Students will have a chance to share their stories with each other and with the group. 35.Students will be able to identify qualities of characters that create conflicts. They will also be able to create their own characters with opposing qualities. **(Consider)** **(1 day)** Product: Blogs, entries with short narratives and personal reflective entries **(Organize)**. || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Will understand that the qualities of a character are what drive the conflict in a novel **(Where)**. Everyone has faced conflict in their lives, and met people with polar opposite personalities to them **(Why)**. **Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader's response** **(What).**
 * Visual**: students will be given organizers to visually illustrate their thoughts.
 * Interpersonal**: Students are able to share their work with the group and talk about positive aspects and areas they might need to refine.
 * Intrapersonal**: Students will be given time to think individually about the subject. They will also be writing blog entries reflecting on qualities of characters and conflict and relating them to their own experiences.
 * Bodily:** Students will be able to act out scenarios of each others conflicts and conflicts from the novel to illustrate why they came about in the manner that they did.
 * Musical**: Mood music will be playing to enhance the environment of the class **(Tailor)**.

37. They will be writing and directing their own films **(Hook)**. 38. Students will know how to coherently set up a plot and the correct way to format a script. They will also know what a "character flaw" is and why it is important to a plot. Students should also be able to define words like "tone" and "mood" and how they effect a piece of writing. Students will also review the terms they learned about literary devices and themes **(Equip)**. Students will be using brainstorming activities for important literary devices to add to their scripts and for plot ideas for their scripts. They will also be given the graphic organizer Word Cluster 1 to write down what they think makes a good movie or script and what makes a bad movie or script **(Explore).** Students will be broken up into groups of three and four. They will all assume the roles of actors, writers, directors and editors **(Experience).** 39. Students will be given in class time to work in groups. Their peers should provide feedback on their plots and film ideas. They will also be required to make blog entries about the progress of their films **(Rethink)**. Students will be required to hand in drafts of their storyboards they will get feed back and a chance to edit **(Revise).** After feedback is given students will create their product and present. They will have a chance to write a paper of what they would edit if they could go back and refilm **(Refine).** 40. Students will get feed back on their organizational charts along with drafts of their story board. They will be graded by rubric on the product and presentation of their movie clip **(Evaluate).** 41. **Bodily:** Student will act in the movies that they are making. 42. Students will be able to identify literary devices that define a writers style. They will also be able to add the literary devices they learned about into their own writing. **(Invent) (4 days)**. Product: a movie clip using iMovie **(Organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that literary devices are necessary to enhance the quality of a piece of writing and that most authors have a style when it comes to the use of literary devices **(Where)**. Literary devices are found not only in novels, but important every day writing like newspapers **(Why)**. **Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader's response** **(What).**
 * Musical:** Students will add music and sound to enhance and illustrate the mood and tone of their movie.
 * Verbal:** Students will be working in groups and discussing their projects and ideas. They will also be using persuasive speech to try and pitch their movie.
 * Logical**: Students will have to create a storyboard that plots out the key elements of the plot.
 * Visual:** Students will be able to use special effects in their movie. They also can draw pictures to enhance their story board.
 * Interpersonal:** Students will be working in groups to create their final projects **(Tailor).**

2004 ASCD and Grant Wiggins and Jay McTighe