S3+Brouse,+Cara

=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. **(H)** **Hook** Hand out lyrics to a popular song. These lyrics will be have underlining/high lighting. The song will be played for the students to listen to. Afterward, explain the literary devices used in the song. 3. **(E)** **Equip** Tone, sound devices (rhythm, rhyme, assonance, alliteration), symbolism, simile, metaphor, allusion. **Explore** T-Charts will be handed out for the students to take notes on the definitions of the terms. **Experience** The class will be broken up into partners. Each pair will receive a term (or terms depending on the group size) to learn about. Once everyone learns what their device is, pairs will switch partners and teach each other about the literary devices assigned to them. 4. **(R)** **Revise** The students can make changes to their T-Charts after the group activity. **Rethink** Students will be given checklists to check their understandings. **Refine** They will meet up with their partners to go over any terms that they do not understand. 5. **(E)** **Evaluate** Students will be given a FMQ card. They will be asked what the difference is between a simile and a metaphor and will be asked to give an example of each. 6. **(T) Tailor** 7. **(O)** **Organize** Students will be able to understand the literary devices and figurative language that is used in literature. **Product**: Pick a song and create a short blog explaining the literary devices used and their significance.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(W)** **Where** Students will understand that literary devices and figurative language greatly impact a text. **Why** Even modern literature uses these devices and a text cannot be fully understood unless the literary devices and figurative language used are understood. **What** Evaluate the themes in a literary text.
 * Verbal**: Verbal explanations for each of the terms gone over. Also, I will provide my own handout which will include all of the terms with definitions and examples.
 * Logical**: The T-Chart will allow students to organize their understandings in their own words.
 * Visual**: The T-Chart will allow students to visually show their understandings of the terms in their own words (I will have a box of colored pencils and markers in my classroom for students to use whenever they wish).
 * Intrapersonal**: The T-Chart Organizer, the journal entry, and the checklists for understanding.
 * Interpersonal**: The partner activity will allow students to help each other with misunderstandings and to discover the meaning of the terms together.
 * Musical**: The hook at the beginning of the class.
 * Kinesthetic**: An activity in which students manipulate the ordering of different words using pieces of construction paper to create similes and metaphors.

2 days || =Part 2=

//**(W)** **Where:** Students will recognize the uses of literary devices and figurative language in poetry from The Romantic Period. **Why:** If a text is fully understood, the reader will be able to understand what life was like in that time. Literary texts are one of the many ways historians learn about a time period. The language used during The Romantic Period is different from the language used in modern texts, so it is important to be able to identify the literary devices when used in a text from The Romantic Period. **What:**// Evaluate the themes in a literary text. //**(H)** **Hook:** Hand out copies of “Rime of the Ancient Mariner” (or have students turn to it if they have textbooks). Play Iron Maiden’s “Rime of the Ancient Mariner” and follow along.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (E)** **Equip:** Tone, sound devices, symbolism, simile, metaphor, and allusion. **Explore:** Cluster word webs for taking notes. **Experience:** Think-pair-share activity in which the student find literary devices in “The Rime of the Ancient Mariner”. Students will be given slips of paper with “Albatross” or “Mariner” written on them. The student must find a partner who has the word that they did not pick. The students will then discuss the section of “The Rime of the Ancient Mariner” that was read prior to class.
 * Rethink**: The group activity will allow students to apply their understandings and get help from a partner. **Revise:** The FMQ gives the student the opportunity to revise their thinking.
 * (E)** **Evaluate:** A short quiz will be given. The quiz will have a short poem from The Romantic Period on it. The student must identify the literary devices used. There will also be a fill in the blank section to make sure that the student understands what each of the literary devices are.
 * (T) Tailor**
 * Verbal**: Verbal explanation of the terms. Read aloud the poems in class and help class verbally to recognize the literary devices and figurative language in "The Rime of the Ancient Mariner".
 * Logical**: The cluster word web will allow students to take notes.
 * Visual**: The cluster word web. The globster product will give the students a way to visually display their understandings.
 * Music**: Iron Maiden’s song will be played while reading "The Rime of the Ancient Mariner".
 * Intrapersonal**: The graphic organizer and the journal/blog post for individual reflection.
 * Interpersonal**: The think-pair-share activity will help students to help one another with learning to recognize the literary devices and figurative language in "The Rime of the Ancient Mariner".//
 * //Naturalist://** //Discussion concerning the death of the Albatross and the concept of nature taking revenge will help the naturalist learners become excited about the lesson.
 * Kinesthetic**: The students will be manipulating images and text while using Glogster.
 * (O)** **Organize** Students will be able to apply their knowledge of the literary devices/figurative language to a text from The Romantic Period. **Product**: Students will each be assigned a text from The Romantic Period. The students will be asked to create a project using Glogster to visually show all of the literary devices used in their assigned text. I will provide a list of texts to choose from.//

//3 days// =Part 3=

16. **(H)** **Hook** Poll the class on what their favorite books are. Ask them what these books are about. Is there a common idea among these? 17. **(E)** **Equip** Explain what a theme is. Themes and ideals of The Romantic Period (respect for nature, focus on the individual, mystery, the supernatural, imagination). Use poems to explain this (Shelley, Keats, Blake) **Explore** Spider map for students to take notes of the different ideals and themes of The Romantic Period. **Experience** Three minute review will be held to check understandings. 18. **Revise**: Students will be asked to think about what they think are common themes and ideals in the literature (music, art, etc) of today. They will have a few minutes to write down their thoughts (this will help students to realize whether they understand what themes and ideals are). 19. **(E)** **Evaluate** Students will be asked to write in their journal. 20. **(T) Tailor** 21. **(O)** **Organize** Students will be able to interpret the themes and ideals in literature from The Romantic Period. Product: Students will participate in a discussion board (on wiki). A poem will be posted on the discussion board. Students will be asked questions such as; What does this poem mean? What is the theme of the poem? How does the author use figurative language/literary devices to emphasize the theme of the poem?
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. **(W)** **Where** Students will understand what themes are and what the common themes and ideals are of literature during The Romantic Period. **Why** Students will understand what life was like during the years of The Romantic Period if they know what the common themes of the time were. Common themes in any art form reflect the ideas and ideals of that time period. **What** Evaluate the themes in a literary text.
 * Verbal**: Explanation of themes and reading aloud the poems.
 * Intrapersonal**: The spider map and the question on what they think common themes are of today.
 * Interpersonal**: The class three minute review
 * Visual**: The spider map.
 * Logical**: Spider map
 * Naturalistic**: Discussing nature as a common theme.

2 days || =Part 4=

//**(H) Hook** Show the class a newspaper on the Iraq War and George Bush. Hand out lyrics to Otep’s “Warhead” and play the music video.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //(W)//** //**Where**: Students will be understand the historical events that took place during The Romantic Period and how these events impacted the common themes used in the literature of that time. **Why** By understanding what life was like during this time period, students will be more likely to empathize with the people living during that time period. **What**// Evaluate the themes in a literary text.
 * //(W)//** //**Where**: Students will be understand the historical events that took place during The Romantic Period and how these events impacted the common themes used in the literature of that time. **Why** By understanding what life was like during this time period, students will be more likely to empathize with the people living during that time period. **What**// Evaluate the themes in a literary text.
 * (E)Equip**: The French Revolution, The Industrial Revolution, Jean-Jacques Rousseau **Explore**: Time line **Experience**: 3 minute review
 * (R) Revise**: Short fill in the blank quiz (no grade)
 * (E) Evaluate**: End of class question.
 * (T)Tailor**
 * Verbal**: Verbal explanation of the history. Try to do it as if I am telling a story.
 * Intrapersonal**: The time line and the end of class question..
 * Interpersonal**: The class three minute review
 * Visual:** The time line will provide a way for the students to take notes and have a visual representation of the history.
 * Logical**: The time line will allow students to put events in sequential order. I will also write out the events in sequence on the board/overhead/computer (via powerpoint or movie maker).
 * Kinesthetic**: I will pass out slips of paper with an event and its date of occurance. I will then ask the students to tape their event to the board, but they must be in sequential order!
 * Organize**: The students will be able to empathize with the people of The Romantic Period.
 * Produc**t: The student will create a MySpace account while role playing that they are one of the Romantic Poets we’ve talked about or are living in The Romantic Period. Historical information must appear on the account as well as the blog.//

//2 days// =Part 5=

//29. **Where**: Students will understand the elements of a novel by being familiarize with "Frankenstein" by Mary Shelley. **Why:** By understanding the elements of a novel, students will be able to fully understand and appreciate modern literature and even movies. **What**// Evaluate the themes in a literary text. //30. **Hook** Prior to this class (so, the previous lesson) I will ask the students what their favorite movie is out of a list of choices. They will also write beside each movie whether they have seen this movie or not. After reviewing these, I will pick the movie that is the most common favorite and that each student has seen. At the beginning of class, I will write on the board the words "Players, Problem, Place, and Idea". We will have a class discussion about what fits into each of these categories. I will then write above these words "Characters, Conflict, Setting, and Theme" 31. **Equip**: Conflict (internal and external), setting, characters, plot, conflict, theme. **Explore**: T-Chart organizer **Experience**: Groups for discussing what “Gothic” means, groups for applying their knowledge of the elements of a novel to “Frankenstein”. 32. **Revise**: A checklist to ensure understanding. 33. **Evaluate**: End of class question. 34.**Tailor** 35. **Organize**: Students will be able to give their perspective and compare the novels of The Romantic Period to contemporary novels. =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Logical:** The T-Chart and puzzle activity allow the students to keep the events of the novel in sequential order.//
 * //Verbal://** //Verbal explanation of the material, read aloud some of "Frankenstein" in class.//
 * //Visual://** //The T-chart will help students to keep notes for themselves visually. The class puzzle is also a visual representation of the novel. After completing the novel, I will ask the students to draw a representation of each of the elements in “Frankenstein”.//
 * //Intrapersonal://** //The T-Chart will be used for students to take notes on "Frankenstein" as we continue to read the novel. The end of class question will allow students to reflect on what they know intrapersonal.//
 * //Interpersonal://** //Each chapter for the puzzle activity is completed by partners.//
 * //Kinesthetic://** //The puzzle product will allow students to do a hands-on activity. The students are not allowed to use words when finding their partners, so they must find a kinesthetic way to do this. For one group activity, I ask the students to line up according to shoe size. This is a way to get the students up and moving.
 * Product**: Puzzle - Each student will be given two chapters from “Frankenstein”. They will write a short summary on a puzzle piece that they will create using Comic Life and will put it into the class puzzle. That way, there is a visual summary for the students of "Frankenstein"//

37. **Hook**: The students will be asked to write down their favorite book, their favorite song and artist, their favorite movie, and their favorite show. The students must write down the theme of the book, the theme of their favorite song, the common themes their favorite musician uses, and what the main idea is of their favorite show. At the beginning of class, I will ask the students to report these to me by writing each answer on the board under the category. As a class, we will compare these to the common themes of The Romantic Period. What is similar? What is different? Why are these different? 38. **Equip:** Figurative language, tone, theme, rhythmic devices (a review of all that has been taught during the semester).**Explore**: Word cluster **Experience**: Round robin brainstorming of a text that has not been covered. 39. **Revise**: A short quiz (no grade) will be given. The quiz will have a poem on it 40. **Evaluate**: Students will write in their blog. 41. **Tailor** 42. **Organize**: Students will be able to fully analyze a text from The Romantic Period and will also be able to make comparisons between Romantic literature and modern literature. Product: The performance task; Students will create an imovie which compares a Romantic text to music.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. **Where**: Students will understand how to full analyze literature from The Romantic Period and will also be able to compare this literature to modern literature. **Why**: By being able to analyze a text, the students will be strengthening their problem solving skills and will be more likely to solve problems in every day life. By having the ability to make comparisons between Romantic literature and modern literature, students will be able to see how much has change in that time period. **What** Evaluate the themes in a literary text.
 * Verbal**: Verbal instruction/lesson.
 * Intrapersonal**: The word cluster and blogging.
 * Interpersonal**: The round robin activity.
 * Visual**: The word cluster.
 * Logical**: The word cluster and round robin activity.
 * Nature**: When discussing the common themes, I will ask the students what they think the "modern" feeling is towards nature. Why is this?
 * Music:** Students will evaluate the themes in music and also compare/contrast lyrics to Romantic texts. Students are to incooperate music into their films.
 * Kinesthetic**: Creating a movie is a very hands on activity. Students will be physically creating the film on the computer using iMovie or Windows Movie Maker.

1 day ||

2004 ASCD and Grant Wiggins and Jay McTighe