S3+Petroska,+Kirsten

=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. I will take students outside, where we will all sit in a circle and share a story about ourselves. The students won't have anything prepared (though I might mention the night before to think of a story from their lives that is interesting, but not to write it down). We'll then discuss how everyone has a voice and a story to tell and explore the ideas behind telling a story (Why do we tell stories? To whom do we tell stories?) and what it means to write a story in our own voice. **(Hook)** 3. Students will know about imagery, tone, syntax, diction, and how those create voice. **(Equip)** Students will work in groups to fill out the [|tree graphic organizer]dedicated to either imagery, tone syntax, and diction. At this point they don't know a lot about the topic. This is to help them think about it a bit more. **(Explore)** Students will work in groups to research one of the terms and then create a lesson to teach to the class. **(Experience)** 4. I will use Socratic Questioning to help students think more deeply about the terms and how they're used after they present their lessons. **(Rethink)** When the students present the lessons to the class, they will receive feedback from both their peers and teacher on how the lesson could be improved or what information should be changed (inacuracies). **(Revise)** Students will do a polished lesson as a podcast to be posted to a class wiki so it's available to all the students for further mastery of the terms and their uses. **(Refine)** 5. Following the presentation, students will do quick-writes, one for each term, evaluating their personal knowledge of the terms and figuring out what needs to be reviewed. **(Evaluate)** 6. **Tailor:**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students understand that word choice and order are crucial in developing a unique literary voice. **(Where)** Having a distinct voice is important when applying for a job, writing a letter (particularly to someone important who has never met you), or making a written request, because you have to stick out and convey your message in a positive and clear way. **(Why)** **//Students will embed narrative writing in a written text when appropriate to audience and purpose.//** **(What)**
 * **Verbal:** Students will participate in discussions about the terminology and voice. They will also do quick-writes.
 * **Logical:** I will use Socratic questioning by asking students about they think the terms mean and how they're used (kind of like an informal formative assessment).
 * **Visual:** As a part of their lesson presentations to the class, students will create a logo to visually represent their term. This will serve as the cover art to their podcast.
 * **Music:** I will assign each group a piece of music to incorporate into their lesson to use for [|Supermemory Music].
 * **Naturalist:** Before I ask students to share a story about themselves, I'll have us all go on a nature walk. It might even be a good time to explain how writers like the Wordsworths (William and Dorothy) often used nature for inspiration in their poetry and journals (both forms of narrative writing).
 * **Bodily/Kinesthetic:** The presentation for the lesson will give these types of learners the oppurtunity to be up and physically engage the class if they choose during their lesson.
 * **Interpersonal:** Students will be working in groups to learn more about the terms and to create lesson plans.
 * **Intrapersonal:** The quick-writes not only allow for some individual work, but also for personal reflection.

7. Students will be able to describe what components are neccesary to create a unique literary voice. **(Explain)** Product: Students will create a podcast in groups to put on the class wiki for individual use. Students will be required to listen to all the podcasts and submit blog entries using each of the terms. 3 Days || =Part 2=

9. I'll have students come into the classroom with a song playing (a popular song most should know and hopefully like). I'll have the students listen to the song and have them identify the singer/songwriter's use of diction, syntax, imagery, and tone. **(Hook)** 10. Students will know how to use imagery, tone, syntax, and diction. **(Equip)** Students will use the 4-column chart to help them organize the parts of the "hook" song into the terms we have been going over. **(Explore)** Students will use the internet to search for song lyrics or poems (I will provide links) that fit each term. They'll then do a blog entry for each one explaining how it fits. **(Experience)** 11. Students will do think-pair-share to see what kinds of poems/song lyrics were chosen and for what terms. They will also go and comment on everyone's blog entries, offering what other terms they see in the poem. This gives students an opportunity to see other ideas or ways of thinking of the terms. **(Rethink)** Students will go back and "revise" their original classifications of the "hook" song. **(Revise)** Students will look up the lyrics to their favorite songs, label the parts that have the terms, then turn them in for feedback from me. **(Refine)** 12. Students will fill out a notecard at the end of class describing their confidence level in the subject area. **(Self-Evaluation)** 13. **Tailor:** 14. Students will be able to describe what components are necessary to create a unique voice. **(Apply)** Product: Blog entries 1 Day || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that word choice and order are crucial in developing a unique voice. **(Where)** Having a unique "voice is seen in popular culture, like in music. **(Why)** **//Students embed narrative writing in a written text when appropriate to audience purpose.// (What)**
 * **Verbal-** Students will write blog entries.
 * **Logical-** Students will be classifying parts of a song.
 * **Visual-** When I have my students listen to the "hook" song, I'll also play the music video to have the images help visual learners interpret the song.
 * **Bodily/Kinesthetic-** The use of the music video will show physical movements that would help bodily/kinesthetic learners interpret the song.
 * **Music-** Students will use songs and lyrics to learn about the terms.
 * **Intrapersonal-** Students will do a self-evaluation at the end of class about their efficiency on the topic.
 * **Interpersonal**- Students will participate in think-pair-share.

16. Students will get into teams and play a game of charades. The goal is to act out the parts of a story (exposition, rising action, climax/turning point, falling action, and resolution). This will serve both as a review and a pre-assessment. **(Hook)** 17. Students will know the critical details of a story: the who, what, when, where, and why and in what sequence. **(Equip)** Students will read a short story and individually organize it into the time-order chart and label the exposition, rising action, climax/turning point, falling action, and resolution. **(Explore)** Then they will cut the events out and physically re-order them into another sequence that somehow alters the story in small groups. **(Experience)** 18. Ask of students: Can a story be composed of seemingly unrelated events? Example: The band Radiohead has been known to write phrases on slips of paper, throw them into a bowl or hat, pull a few out and compose a song around them. Can we do the same with a story? **(Rethink)** Students will get into small groups (4-5) and create a short story (5-10 sentences) using the website, Storybird. They will create their pages individually with no input from other group members. **(Rehearse)** Students will piece together their stories and edit them into a cohesive story. Students will receive feedback from me. **(Refine)** 19. Students will evaluate their story as well as others in creativity and how much it makes sense. **(Evaluate)** 20. Tailor: 21. Students will be able to compare different ways of ordering a story for effect. **(Perspective)** Product: A Storybird story. 2 Days || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the order of events in a story effects how it is perceived. **(Where)** Just like having a unique written voice in order to make a point, it's important to be able to piece together your writing in the most effective way possible to best get your point across. **(Why)** **//Students embed narrative writing in a written text when appropriate to audience purpose.//** **(What)**
 * **Verbal**- Students will be writing short stories.
 * **Logical**- Students will put a short story into a time-order chart.
 * **Bodily/Kinesthetic**- Students will play a game of charades to show their understanding of certain terms. They will also be able to physically manipulate parts of story to put them in the desired order.
 * **Nature**- Students will be able to choose nature oriented artwork from Storybird and incorporate nature topics in their writing.
 * **Interpersonal**- Students will work in small groups to re-order a story and to create a story using Storybird. They will also play a game of charades.
 * **Visual**- Students will be able to choose from a variety of artwork to inspire their writing when using Storybird.

23. I will start the class by projecting a Comic Life for students to read to introduce them to the lesson. **(Hook)** 24. Students will know the critical details of a story: the who, what, when, where, and why, and in what sequence. **(Equip)** Students will use the storyboard graphic organizer to pratice storyboarding. We will do this as a class. **(Explore)** Students will get into pairs and go online to find a piece of fanfiction (I will provide links to age appropriate stories) they both like. After reading the story, they will discuss key points and storyboard using Comic Life. **(Experience)** 25. After practicing storyboarding with someone elses fanfiction, students will storyboard or outline (not using Comic Life) their own fanfiction. **(Rethink)** After recieving feedback from their first draft, students will make revisions of their fanfiction piece. **(Revise)** Students, with permission of their parents, will submit their fanfiction pieces to a fanfiction website, where they can recieve feedback from other fanfiction readers and continually revise their stories (for those who do not gain permission to submit writing to a fanfiction website, they will post on the class wiki and students will give them feedback). **(Refine)** 26. Students will be evaluated on the thoroughness and accruacy in their Comic Life storyboards and on the quality of writing of their fanfiction pieces. **(Evaluation)** 27. **Tailor:** 28. Students will be able to make sense of the order of events and how it affects perception. **(Interpret)** Product: Storyboard and a piece of fanfiction. 5 Days || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the order of events in a story effects how it is perceived. **(Where)** Understanding what information is given at a certain time and why is important when doing any sort of story telling. In movies, for example, the screenwriter of a horror movie has to decide the best time to reveal the who the murderer is. If he does it too soon, for example, it would ruin the suspense! **(Why) //Students will embed narrative writing in a text when appropriate to audience purpose.// (What)**
 * **Verbal**: Students will be working on a piece of fiction writing for the class.
 * **Intrapersonal**: Students will be able to work on a piece of writing individually that focuses on something that they have a great deal of interest in.
 * **Logical**: Students will have to determine the correct sequence of events in a story.
 * **Visual**: Students will be able to retell and organize a story using pictures.
 * **Interpersonal**: Students will be working in partners to storyboard.
 * **Bodily/Kinesthetic**: Students can act out scenes from the story they're storyboarding and take pictures to add to the Comic Life.

30. I will leave a note on the classroom door saying we're all to meet outside. **(Hook)** 31. Students will know about different styles and genres--fiction vs. nonfiction, personal narrative, reality-based, fantasy/sci-fi, mystery, historical, humor, etc. **(Equip)** Students will use a KWL graphic organizer to decide what they already know about styles and genres of narrative writing and what they want to learn. **(Explore)** Students will go geocaching to collect materials and do quick-writes related to different styles and genres in narrative writing. **(Experience)** 32. As students realize there are many different ways to approach narrative writing (for example, narrative writing doesn't have to be fictitious), their ideas of how they can approach their own narrative writing will change. **(Rethink)** Students will explore the items and activities they found while geocaching while employing the point of view that narrative writing might be different than they thought. **(Revise)** Students will present what they discovered about different genres and styles of writing within narrative writing to the class. **(Refine)** 33. Students will be evaluated in how thoroughly they complete the tasks found during geocaching and how thoroughly they researched any genres or styles they found while geocaching. This will be seen through a geocache log. **(Evaluate)** 34. **Tailor:** 35. Students will be able to be more open to using narrative writing in different ways. **(Empathy)** Product: Geocache log 2 Days || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that a narrative can be told in different ways. **(Where)** A narrative can be used in various ways, not just in storybooks or novels. College essays, for example, can be spiced up by employing narrative techniques. **(Why) //Students will embed narrative writing in a text when appropriate to audience purpose.// (What)**
 * **Verbal**: Students will be participating in quick writes.
 * **Logical**: Students will have to follow coordinates to find the caches.
 * **Interpersonal**: Students will have to work as a team to discover the caches.
 * **Intrapersonal**: Students will have to evaluate what they know, want to know, and learned using the KWL organizer.
 * **Naturalist**: Students will be exploring outdoors as they explore narrative writing.
 * **Bodily/Kinesthetic**: Students will be out physically participating in order to gain more knowledge on narrative writing.

37. You are an adventurous and creative freelance writer who's been approached by the Boston Globe's editors to help them revamp the newspaper. **(Hook)** 38. Students will know about different styles and genres: fiction vs. nonfiction, personal narrative, reality-based, fantasy/sci-fi, mystery, historical, humor, etc. **(Equip)** Students will use the 5W organizer to outline their news articles. **(Explore)** Students will pair up to peer review each others newspaper articles. **(Experience)** 39. Writing a newspaper by using narrative writing rather than simple reporting will allow students to realize they can convey important messages in different ways. **(Rethink)** Students will revise their work by themselves, with peers, and with the teacher. **(Revise)** Students will create a polished newspaper. **(Refine)** 40. Students will be evaluated using two rubrics. **(Evaluate)** 41. **Tailor:**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. students will understand that a narrative can be told in different ways. **(Where)** Narrative can be applied in areas where people don't always think of them to be, like in newspapers. **(Why)** **//Students will embed narrative writing in a text when appropriate to audience purpose.// (What)**
 * **Verbal**- Students will be doing a great deal of writing as they create their newspaper articles.
 * **Music**- Students will be able to add music to their online paper if they choose (i.e. A student writes an article on a new band and includes their music--with permission--on the newspaper).
 * **Intrapersonal**- Students will be working alone on the articles, which will evolve from their interests or what they think is important to talk about.
 * **Bodily/Kinesthetic**- Students will have to create short clips for at least one article, giving them the oppurtunity to act a scene out.
 * **Visual**- Students will be required to add photos or some sort of accompanying artwork to at least one of their articles.
 * **Naturalist**- Students may choose to write articles that focus on nature and/or conservation.

42. Students will be able to realize how they can use the narrative to convey a story or message. **(Self-Knowledge)** Product: An online newspaper. 7 Days ||

2004 ASCD and Grant Wiggins and Jay McTighe