S3+Palermo,+Jennie

=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 1-4 days= 2.To start this lesson I want to show them a clip of an interview from a reality tv show and a clip from an overview where they talk about the players in a third person aspect. This will introduce the idea that this is in real life **(Hook).** 3.Students will know first and third person and point of view **(equip)**. I want to have students put their ideas for a story on to a story board **(explore)**. Think pair share will accompany this individual work. They will show their ideas to a partner and get feed back then the partner groups will join into larger groups to get more feedback **(experience)**. 4.After writing their story (a first draft) they will have a list of questions they have to answer about their story to make sure they have all the elements **(Rethink)**. I'll read their rewritten story and give them feedback on things to improve on before they present it to the class **(Revise, refine)**. 5. The students will get a check list to see where they think they match up with the things I was looking for in their stories **(evaluation)** 6. **Verbal:** The writing element is a direct connection to a verbal learner. 7. Students will be able to analyze the difference between first and third person narration and the effects of point of view on the reader **(Perspective)** Project: story || =Part 2-1day=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the point of view the story has a big impact on the story **(Where).** The connection to real life for narration and point of view is the reality TV shows that my students watch. **(Why)**. **Students read text within a grade appropriate span of text complexity and analyze fiction, nonfiction, drama and poetry using excerpts to define assertions (What)**.
 * Music:** I would like to have music playing in the back ground while they are doing the storyboard and the think pair share.
 * Interpersonal:** The discussions in their think pair share groups is a direct connection to this intelligence
 * Visual:** If they would like to make a comic to present their story then they can chose to do so.
 * Intrapersonal:** Doing the individual work to figure out their thought process will help these learners.
 * Kenesthetic:** If they would like to turn their story into a skit or play and present it that way then they may do this. **(Tailor)**

9. Students will hear clips of popular songs after which we will have a discussion about the different themes in them **(Hook)**. 10.Students will know how themes (stated and implied) connect to stories **(Equip).** Students will fill out a cluster web involving different themes **(explore).** They then will have small group discussions about the different themes they came up with **(experience)**. 11. After the small groups, we will have a class discussion, where students can add and take away from their web and find out what other students think **(Rethink)**. Then they will plan what they want to include in their blog **(revise, refine).** 12. After their blogs are published, I'll give them feedback on them **(evaluation).** 13.**Verbal:** The web and the different discussions feed directly into this intelligence. 14. Evaluate the theme or themes whether explicitly stated or implied in a literary text **(Interpretation).** Project: Blog || =Part 3-2 days=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that there are implied and stated themes in a text **(where).** The connection for this in real life is there are themes in their music, TV shows and movies **(Why). Students read text within a grade appropriate span of text complexity and analyze fiction, nonfiction, drama and poetry using excerpts to define assertions (What).**
 * Visual:** The web will help these students focus their thoughts better.
 * Interpersonal:** The discussions will help these students.
 * Intrapersonal:** Reflecting on the information talked about in the discussions will help these students.
 * Kenesthetic** and **Musical:** I want the students to be creative with their project. If they would like to make a video or write a song or something to go along with an explanation how their work explains themes, they can do so. **(Tailor)**

16. Students will share a small conflict that they have experienced that they believe has shaped them into the person they are today. I would also share one with them **(Hook).** 17.Students will understand the different types of conflicts **(equip).** Students will fill out an E-chart with a character **(explore).** The students will then do a one minute paper answering questions that I designed **(experience).** 18. We will have a class discussion to see what other students see as conflicts for different characters **(rethink)**. They will then change and add things to their list as they plan out the different conflicts they will use in their project **(revise, refine)**. 19. After the project peers will give their feedback, maybe in an art show form of presentation **(evaluation).** 20.**Visual:** The final project is a very visual learner oriented product. 21. Describe how conflicts (internal and external) shape characters **(Explanation)**. Project: Comic Life || =Part 4-1 days=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that characters have internal and external conflicts **(where).** The connection with this to real life is that we all have our own conflicts that shape us **(why). Students read text within a grade appropriate span of text complexity and analyze fiction, nonfiction, drama and poetry using excerpts to define assertions (What).**
 * Natural:** I'd like for the opening discussion to happen outside.
 * Musical:** I'd also like to have music in the background for the E-chart and the discussions.
 * Interpersonal:** The discussions expand this intellect.
 * Logical:** These people like to figure things out logically. The software being used has most likely not been used by the students before so they get to figure it out.
 * Intrapersonal:**Using the charts to reorient themselves helps this student learn. **(Tailor)**

23. We will look at some clips of popular movies and TV shows that students have brought in and discuss the differences in popular shows **(hook)**. 24. Students will need to know about themes both implied and stated **(equip)**. Students will make a four column chart of different themes and what texts, and media have them **(explore)**. After this they will do some round robin brainstorming **(experience)**. 25. From their chart and discussions they will pick two or three different themes and refine their ideas for their final project **(rethink, revise, refine).** 26. I'm going to have my students do a self evaluation about their learning **(evaluation).** 27. **Visual**: The hook is aimed very much at a visual learner. 28. Recognize how themes in one text relate to other texts **(Self Knowledge)**. Product: Google Doc || =Part 5-2 days=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that there are implied and stated themes in the text **(where)**. All of our music, movies and TV shows have themes in them **(Why). Students read text within a grade appropriate span of text complexity and analyze fiction, nonfiction, drama and poetry using excerpts to define assertions (What).**
 * Natural:** I would like some of the clips to have natural themes in them
 * Mathematical:** The four column chart will help these students organize.
 * Intrapersonal:** Having time to reflect on the themes that they have thought up is a good application for these students.
 * Interpersonal:** Students who are more this intelligence will benefit from the discussions as well.
 * Verbal:** The discussions are aimed at a verbal learner. **(Tailor)**

30. Students will read an excerpt from their favorite book and we will discuss what point of view it's in **(hook).** 31.Students will need to know what point of view is **(equip)**. Students will do a venn diagram about the differences, pros and cons, and different works about the two points of view **(explore).** Students will then do a numbered heads together activity to share out **(experience).** 32. We will have a class discussion about their ideas about the points of view **(rethink).** They will then pick one and start brainstorming and refining what they want to use for their final project **(revise, refine).** 33. Students will do a self evaluation about their final project **(evaluation)**. 34. **Interpersonal:** Sharing things out loud is a good application for these learners. 35. Assume the role of a character to understand how the story could be different **(Empathy).** Project: Audio Recording || =Part 6- 3 days=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand that the point of view that a story is told in has a big impact on the story **(Where).** The students' favorite TV shows and movies are a very good example of Point of View **(Why). Students read text within a grade appropriate span of text complexity and analyze fiction, nonfiction, drama and poetry using excerpts to define assertions (What).**
 * Bodily Kenesthetic:** These students will like working with the new equipment.
 * Verbal:** These students will benefit from reading out loud.
 * Intrapersonal:** Reflecting on their own work will help theses students.
 * Natural:** I would like to have a variety of different themes in the books they are reading out loud, including a natural theme.
 * Musical:** I would like to have some music playing while they are working on the venn diagram in and groups sharing. **(Tailor)**

37. We will look at an excerpt of the 1996 movie //Romeo + Juliet// and we will discuss the ways that the director and the writers brought the conflicts from the original text to the present **(Hook)**. 38. Students need to know about conflicts and a basic knowledge of //Romeo and Juliet// **(equip)**. Students will create a story board for their final project **(Explore)**. Students then will do a Team Pair Solo share out **(Experience)**. 39. We will share and provide comments for students to make improvements to their story line (rethink). Students will get a chance to change anything they want to after the sharing **(revise)**. 40. I will give them feedback on their storyboards and their final projects **(evaluation)**. 41. **Verbal:** The final story is geared towards these students. 42.Adapt conflicts to real life **(Application)**. Product: Modern Scene from the story ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Characters have internal and external conflicts **(Where).** Conflicts are a part of us **(why)**. **Students read text within a grade appropriate span of text complexity and analyze fiction, nonfiction, drama and poetry using excerpts to define assertions (What).**
 * Interpersonal:** Reporting out to the group is a very good application for these students.
 * Intrapersonal:** The storyboards and reflecting on their ideas is a good application for these students.
 * Visual:** The hook is geared towards these students.
 * Natural:** They should look at all of the different aspects so that they can create their own scene.
 * Musical:**They should be looking at all of the aspects of the movie so they can write their own. **(Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe