S3+Bernhardt,+Jennifer

=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 the students outside and ask groups to describe in a few sentences a person or a plant and then we will compare how each student in the group described their thing(**Hook**) 3. Students will know the elements of characterization (**Equip**) They will complete a four column chart by breaking up into groups and filling out their chart for one element, then they will plan how they will teach it to the class (**Explore**) Students will take runs presenting and teaching about a certain element to the class and putting their information on a larger chart (**Experience**) 4. Students must understand the elements of characterization in order to create their blogs (**Rehearse**) Students will reflect in their journals (**Rethink**) Students will read other students blogs and have the ability to ask questions and leave comments on peers blogs and see what their peers said to them (**Revise**, **Refine**) 5. Students will be able to reflect on their work and understanding in their blog about their characters development throughout the unit (**Evaluate**) 6. Students will participate in group and then class discussions (**Verbal**, **Interpersonal**) Students will create a large chart of the elements of characterization for later classroom use (**Visual**) Students will get up in front of the class and teach their element as well as fill in their information on the chart (**Body**) Students will complete a graphic organizer (**Logical**) Students will work alone first on their organizer and then on their blogs (**Intrapersonal**) Students will go outside and describe a plant/animal/person (**Naturalistic**) 7. Students will be able to analyze characters and how they are depicted (**Perspective**). Product: Blogs. Time: 2 Days (**Organize**) || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that people and things can be depicted and interpreted in many different ways (**Where**). In their lives students will come across stereotypes, biases, and judgments and must realize these are not the only way to see people (**Why**) //Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**).

9. Students will listen to a song that could represent a minor conflict when they first arrive to class (**Hook**) 10. Students will know the definition of conflict and the different types of conflict (**Equip**) They will complete a four column chart for each type of conflict and then an E-Chart for their specific conflict (**Explore**) Students will work in a team-pair-solo. They will discuss in teams the different types of conflict. In pairs they will search for text references, then they will go off alone and choose a specific conflict to be represented by their song, they will finish the E-chart (**Experience**) 11. Students must understand conflict and different types of conflict (**Rehearse**) Students will reflect in their journals and through their group discussions (**Rethink**) After students present their Garageband product, they will get feedback from peers and have the ability to give peers feedback. They can then think about how they will change this for their unit product (**Revise**, **Refine**) 12.Students will reflect in their journals (**Evaluate**) 13. Students will participate in group discussions (**Verbal**) Students will listen to and choose a song for their product (**Musical**) Students will move to different groups and pairs (**Body**) Students will complete two charts (**Logical**) Students will work in groups and pairs (**Interpersonal**) Students will work alone (**Intrapersonal**) 14. Students will be able to prove a recurring conflict using text references (**Explanation**) Product: Garageband. Time: 3 days (**Organize**) || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that literary texts contain internal and external conflicts that can be related to real life (**Where**) Conflicts are a part of everyday life and can be found in every piece of literature (**Why**) //Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**)

16. I will put up a list of common themes on the board and we will discuss different movies or television show that contain these themes and how they show them (**Hook**) 17.Students will know the meaning of themes, implicit, implicit, motifs, and symbolism (**Equip**) Students will use Inspiration to create a Word Web and fill out the KWL chart at the beginning of the lesson (**Explore**) Students will first think about different themes from the book and their meaning, then they will get into pairs and talk about their ideas and look for text references, then they will get into larger groups and talk about what they found (**Experience**). 18.Students must understand what themes are and whether they are implicit or explicit and how they are shown to the reader through motifs and symbolism (**Rehearse**) Students will reflect in their journals and fill out a KWL at the end of the lesson (**Rethink**) Students will be able to look at the information they have and add to it as well as change things before they create their wiki and they will be able to give feedback to their peers as well as receive feedback (**Revise**, **Refine**) 19.Students will be able to reflect on their work in their journals as well as in the KWL chart (**Evaluate**) 20. Students will discuss with their peers the topic and write in their journals (**Verbal**) Using inspiration they can have pictures depict different motifs or themes (**Visual**) Students will use a graphic organizer to logically organize their information (**Logical**) Students will work in groups (**Interpersonal**) Students will have time to reflect and work alone (**Intrapersonal**) Students will move around in their groups and work in different pairs (**Body**) 21. Students will be able to make meaning of the theme or themes in the novel (**Interpretation**) Product: Wiki, Inspiration 4 days (**Organize**) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that literary text has themes that are universal, but show different perspectives and can be implicit and explicit. (**Where**) Themes are universal and can be found in all literature and everyday life (**why**) //Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**)

=Part 4=

23. I will play a clip of a conflict from the movie "A Far Off Place", the sequel to "A Story Like the wind" and discuss the different conflicts in that clip. (**Hook**) 24.Students will know the vocabulary and definitions of external and internal conflict (**Equip**) Students will fill out a spider map with conflicts from the book and then thinking of similar conflicts in their life (**Explore**) Students will get into teams by finding out their classmates birthdays and then birthdays close together will be in groups, they will discuss the topic, then they will go off alone and reflect on their journals, then students will pair up and choose a conflict they both can connect with (**Experience**) 25. Students must understand internal and external conflict (**Rehearse**) Students will reflect in their journals after discussing with their partners (**Rethink**) After presenting their iMovie they will again reflect in their journals on what they saw from their peers work and use this for their end product (**Revise**, **Refine**) 26. Students will be able to reflect on their work as well as fill out evaluations for their peers iMovies and recieve evaluations from their peers (**Evaluate**) 27. Students will discuss the topic (**Verbal**) Students will watch a video (**Visual**) Students will need to move around and find out their classmates birthdays (**Body**) Students will fill out a graphic organizer (**Logical**) Students will work in groups (**Interpersonal**) Students will have time to work alone and reflect (**Intrapersonal**) Students will be able to add music and work with music for their iMovies (**Musical**) Students will be able to film outside or use animals and plants in their iMovie (**Naturalistic**) 28. Students will be able to consider conflicts of the characters and make connections (**Empathy**) Product: iMovie 4 days (**Organize**) || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that literary texts contain internal and external conflicts that can be related to real life (**Where**) Conflicts are a part of everyday life and can be found in every piece of literature (**Why**) //Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**)

30. I will bring in comic books for the students to look through and see how they are set up and see if they can pick out some different themes. (**Hook**) 31. Students will know how to find themes whether implicit or explicit and have a firm understanding of them (**Equip**) Students will create a T-chart of themes in the book and parallel themes in the real world. (**Explore**) They will first think about themes and can use past worksheets to reflect on the themes. Then they will pair up and discuss what they found and complete their T-charts. Then the class will have a discussion and write their ideas on the board so they can choose from them (**Experience**). 32. Students must understand themes and their meaning in order to create their comic life (**Rehearse**) Students will reflect in their journals (**Rethink**) Students will evaluate their peers comic life and receive feedback (**Revise**, **Refine**) 33. Students will be able to reflect on their own work and understanding in their journals (**Evaluate**) 34. Students will have group and class discussions (**Verbal**) Students will put their ideas on the board (**Visual**) Students will fill out a graphic organizer (**Logical**) Students will brainstorm on the board (**Body**) Students will work in groups (Interpersonal) Students will have time to work alone and reflect on their work (**Intrapersonal**) Students can upload pictures they take of outside (**Naturalist**) 35. Students will be able to adapt a theme from the book to the real world (**Application**) Product: Comic Life 4 days (**Organize**) || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that literary text has themes that are universal, but show different perspectives and can be implicit and explicit.(**Where**) Themes are universal and can be found in all literature and everyday life (**Why**) //Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**)

37. Students will read (and act out if they want) a few short dialogues between some characters and then look at how the conflict/theme changed them. (**Hook**) 38. Students will know the elements of characterization and be able to pick out themes and conflicts (**Equip**) Students will fill out a KWL chart and then use Inspiration to create a Word Web (**Explore**) Students will first work on their word webs alone, then they will pick from a deck of cards and then partner up with similar cards, they will discuss their Word Webs that they have started and add to them then they will get together with another set of partners and discuss the word webs again and keep switching till all partners have talked with each other (**Experience**) 39.Students must understand themes, conflicts, and character development in order create their poster (**Rehearse**) Students will finish filling out their KWL chart and reflect in their journals (**Rethink**) Students will evaluate their classmates posters and receive feedback as well (**Revise**, **Refine**) 40. Students will reflect on their work in their journals and do blog entries as well as fill out the KWL chart (**Evaluate**) 41. Students will participate in partner and group discussions (**Verbal**) Students will create a graphic organizer (**Logical**) Students will create poster for their presentation (**Visual**) Students will have time to work alone and reflect on their work (**Intrapersonal**) Students will present to the the class and move to different groups (**Body**) Students will work in groups (**Interpersonal**) 42. Students will be able to recognize conflict and theme and how they are important to the development of characters (Self-**Knowledge**) Product: Globster 4 days (**Organize**) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that people and things can be depicted and interpreted in many different ways.(**Where**) In their lives students will come across stereotypes, biases, and judgments and must realize these are not the only way to see people (**Why**) //Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**).

2004 ASCD and Grant Wiggins and Jay McTighe