S3+Jones,+Timothy

=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= Students will understand that they can learn a little bit of history from fictonal books. How can you apply knowledge you've learned from //To Kill a Mockingbird// to your own life? **(Why) //Evaluate the theme or themes, whether explicitly stated or implied in a literary text.//** **(What)** 2. Students will be shown multiple clips of the film version of //To Kill a Mockingbird.// The class will then discuss how each clip would be affected by being placed in a different time period. **(Hook)** 3. Students will know key figures during the Great Depression, events leading up to the Great Depression and lifestyles during the thirties. **(Equip)** Students will write in their journals for 15 minutes brainstorming different ways events in //To Kill a Mockingbird// would be impacted if placed in a different time period. **(Explore)** Students will the be placed in project groups and discuss what they have brainstormed. **(Exposure)** 4. Groups will share with the class what they have brainstormed and discuss their ideas with the teacher and classmates. **(Rethink)** Groups will meet with the teacher and share the storyboard they have created. Students will receive constructive feedback on their storyboards. **(Revise)** Groups will then be given the opportunity to rearrange their storyboards before beginning their final product. **(Refine)** 5. Students will be given a progress checklist that will have due dates and milestones to check off as they are accomplished for the comic Life. **(Evaluate)** 6. **Logical Mathematical:** Socratic questioning- when a student picks their time period they will be carefully questioned to see if the scene and time period work well together. 7. Students will be able to understand how adding historical facts into a book can enhance the books value. **(Explanation)** Three classes || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that time periods are accurately portrayed in fictional book. **(Where)**
 * Spatial Intelligence:** Students will be given the opportunity to draw their storyboards as opposed to just writing out their ideas.
 * Bodily Kinesthetic:** Students, during work sessions, will be given the opportunity to move around and take pictures of themselves for their Comic Life.
 * Musical:** Students will listen to popular music that was played during the Great Depression.
 * Interpersonal:** Students will be working in groups for their Comic Life product.
 * Intrapersonal:** After meeting with their groups and working on their projects, students will be allowed a five-minute reflection period to write out their concerns, likes and dislikes of their group or the project. **(Tailor)**
 * Product:** Comic Life

Students will learn that applying facts into fictional books can enhance a books value. How can you integrate historical facts into your own writing? **(Why)** 9. Students will take a virtual tour online of historical buildings and artifacts that can be connected to the book //To Kill a Mockingbird// **(Hook)** 10. Students will know other works of fiction that have accurately portrayed time periods. Such as: //The Great Gatsby, Kindred**...**//**(Equip)** Students will get together in groups to discuss other works of fiction that have historical facts embedded within them. Students will also discuss the time period within //To Kill a Mockingbird.// **(Explore)** Student will then disperse from their groups and have a full class discussion on their findings. **(Exposure)** 11. After finding another book with historical facts in it, students will get back into their original groups and discuss how this positively or negatively affected the book. **(Rethink)** Students will share what they have created for their Power Point and receive constructive criticism from their group members. **(Revise)** Students will then be given the opportunity to rearrange their fact/opinion graphic organizers and meet with the teacher to talk about their projects. **(Refine)** 12. Project meetings will occur between students and the teacher to make sure the student is ready to move onto the next step. **(Evaluate)** 13. **Visual:** Students will be creating a Power Point presentation to help compare two books that portray history in an accurate way 14. Students will be able to understand the connections between two separate works of fiction specified around a particular theme. **(Explanation)** Three classes || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that time periods are accurately portrayed in fictional books. **(Where)**
 * //Evaluate the theme or themes, whether explicitly stated or implied in a literary text.//** **(What)**
 * Interpersonal:** Students will get together in cooperative groups and complete a "jigsaw" activity.
 * Linguistic:** The class will participate in a short brainstorming activity to help formulate ideas on how to construct their Power Points
 * Mathematical:** Students will be asked to create a Venn diagram documenting the similarities and differences of //To Kill a Mockingbird// and the book they have chosen to compare TKM to.
 * Bodily/Kinesthetic:** Students will be asked to act out portions of //To Kill a Mockingbird// and present to the class how it relates to their other books.
 * Intrapersonal:** Students will be asked to spread out within the classroom to work on their project by themselves for periods of time. **(Tailor)**
 * Product:** Power Point presentation

Students will understand the type of major impact a minor character can have on a novel. Which minor characters in your life have had a big impact on you? **(Why)** 16.Student sample of the brochure blown up on the wall. **(Hook)** 17.Students will be shown a plethora of examples of minor characters that have had large impacts on a book. **(Equip)** Students will then brainstorm ideas of Boo Radley's positive/negative impact on Scout and Jem throughout //To Kill a Mockingbird.// **(Explore)** Students will then break into small groups to discuss the impacts Boo Radley has on the book. Students will also fill out a timeline about Boo Radley an his impact on Jem and Scout throughout the book. **(Exposure)** 18.Students will fill in their t-chart graphic organizer, get back into groups and share what else they have discovered about Boo Radley **(Rethink)** Students will then share with their groups the rough drafts of the brochures they should have been creating, adding or taking away anything they wish to**.(Revise)** The teacher will then meet with each individual student to go over their rough drafts of the brochure and to make sure the student is on the right track. **(Refine)** 19.Students will be asked to fill out a daily learning log updating the teacher as to where they are in the process of creating their brochure. **(Evaluate)** 20.**Interpersonal:** Students will be asked on more than one occasion to group up with peers and discuss Boo Radley's actions and their brochures 21.Students will know how a minor character in a book, can have a large impact on the outcome of the story. **(Explanation)** Three classes || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that, mystery characters and their influences on a book can be both positive and negative for the characters. **(Where)**
 * //Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.// (What)**
 * Musical:** Students will be asked to listen to a variety of music on their own and select one they think best represents Boo Radley and his influences.
 * Visual:** Within their brochure, students will be given the option to do their graphics free hand.
 * Naturalistic:** Students will be taken outside into the woods a couple days in a row and find within a tree the same gifts that were given to Jem and Scout from Boo.
 * Mathematical:** Students will work on a timeline of events, chronicling Boo Radley's impacts on Jem and Scout.
 * Linguistic:** To reiterate to them what Boo Radley has done for Jem and Scout, the teacher will read to the students a few excerpts from //To Kill a Mockingbird// that exemplifies the type of person Boo Radley is. **(Tailor)**
 * Product:** Brochure (Microsoft)

Students will understand why a mystery character in a book cannot be fully trusted by some characters. How many people in your life have you never fully trusted? **(Why)** 23. Comic Life of Atticus filling up the hole in the tree Boo places gifts in for Jem and Scout. **(Hook)** 24. Students will be given a short list of acts of kindness Boo has committed towards Jem and Scout. Students will also be given a short list of reasons why Jem and Scout should not be exposed to Boo. **(Equip)** Students will take the list, and expand upon it by discovering other acts of kindness committed by Boo and other reasons why Boo should not be a part of Jem and Scouts lives. This list will be written in the student's journal. **(Explore)** The class will then be split into a pro-Boo Radley team and a con-Boo Radley team. Teams will come together and discuss their own personal lists they discovered. **(Exposure)** 25. Students will fill in their tree-chart graphic organizer and begin to develop a rough outline of their debate. **(Rethink)** Students will get back together with their teams and share what they think should be the main points of their argument. Students will also participate in a jigsaw activity. **(Revise)** By the end of the second class, each team should have a firm outline of their argument that will be handed in to the teacher. **(Refine)** 26. Each team will meet with the teacher for a 10 minute period. The teacher will sign off on both teams arguments to make sure both sides are ready to advance to the final debate. **(Evaluate)** 27. **Linguisitic:** After a brief debate occurs via blog, the class will continue the debate the next day in class 28. Students will understand how a misunderstood character, can have great value within a book. **(Explanation) Product:** Online debate with a follow-up in-class debate. Three classes || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that, mystery characters and their influences on a book can be both positive and negative for the characters. **(Where)**
 * //Evaluate the theme or themes, whether explicitly stated or implied in a literary text.//** **(What)**
 * Interpersonal:** Students in the class will be split into two teams to compete in a debate.
 * Spatial:** Teams will be given the opportunity to create a banner decorated with a team name and graphics supporting their cause.
 * Intrapersonal:** Students will be given an opportunity to work by themselves to discover potential arguments that can be used for their team.
 * Logical/Mathematical:** Students will be questioned by the teacher their validity of each argument they have made for their team.

Students will understand the extreme negative affects racial inequality can have on a major character and the storyline as well. How have you been effected by inequality? **(Why)** 30. Students will walk in the classroom to the Tom Robinson trial being presented by the 1965 film. **(Hook)** 31. Students will have the main chapters of the Tom Robinson trial read back to them, the students will take notes if they wish. A short list of characters who impacted the trial will also be given to the student. (**Equip)** Students will then be split into groups for a round robin brainstorming activity. Students will record notes in their journals. **(Explore)** Each group will then report back their findings to the class. A short discussion will ensue about each groups main points. **(Exposure)** 32. Within their groups, students will work through a think-pair-share activity discovering different ways the Tom Robinson case affect Atticus Finch. **(Rethink)** Groups will then fill out a step-by-step graphic organizer to help evaluate the main ideas of their I-Movie presentation. **(Revise)** Groups will hand in to the teacher their step-by-step chart and a script of their movie to be signed off by the teacher. Changes can be made after the teacher has made comments. **(Refine)** 33. Students will keep a work log of accomplishments and goals for the project. **(Evaluate)** 34. **Linguistic:** Students will have segments of the book, //To Kill a Mockingbird//, read to them to further help them understand the Tom Robinson case. 35. Students will realize how racial inequality can have a terrible impact on a books community and characters. (**Explanation) Product:** I-Movie Three classes || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that racial inequality can severely affect a character's demeanor. (**Where)**
 * //Evaluate the theme or themes, whether explicitly stated or implied in a literary text.//** **(What)**
 * Spatial:** Groups will be given the option of drawing out a storyboard as opposed to creating a script.
 * Interpersonal:** Students will work through a round robin brainstorming activity and a think-pair-share activity within a group.
 * Bodily-Kinesthetic:** Students will have an opportunity to put their acting abilites to use in their I-Movie.
 * Naturalist:** Students will be given a short opportunity to go outside to try and find a place to film that would help enhance the I-Movie.
 * Musical:** Students will be required to find a song that represents Atticus Finch both before and after the Tom Robinson trial. **(Tailor)**

Students will be able to evaluate the themes or themes, whether explicitly stated or implied in the text. What is a theme that you believe has dominated your life? **(Why)** 37. 38. Students will be given a list of major themes in the book, //To Kill a Mockingbird.// **(Equip)** Once students have read through the major themes, they will go back to their individual work areas and write down examples of the themes from the book in their journals. **(Explore)** Students will be broken into teams for their Wiki page. The students within each team will discuss which examples of the themes they each found. **(Exposure)** 39. Teams will fill out a step-by-step chart chronicling the major themes of //To Kill a Mockingbird// with details from the book for each theme. **(Rethink)** Teams will then apply their step-by-step chart to the Wiki page they will eventually create and begin drafting a storyboard of what the Wiki will look like. **(Revise)** Teams will bring their storyboard and step-by-step chart to a conference with the teacher. The teacher will make sure every team is on the right track to creating a successful Wiki. **(Refine)** 40. Teams will have frequent five-minute meetings with the teacher to make sure each team is accomplishing the work necessary to create a proper Wiki. **(Evaluate)** 41. **Spatial:** Each Wiki page will be required to have a plethora of graphics. 42. Students will understand the major affect themes of a book can have on characters and the plotline. **(Explanation) Product:** Wiki page Three classes ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that racial inequality can severely affect a characters demeanor. **(Where)**
 * //Evaluate the theme or themes, whether explicitly stated or implied in a literary text.//** **(What)**
 * Linguistic:** Students will continue to read through //To Kill a Mockingbird// to find examples of the major themes.
 * Interpersonal:** Students will be broken up into teams to further explore the themes of //To Kill a Mockingbird// and to create their Wiki page.
 * Intrapersonal:** Students at one point will work by themselves writing down examples of themes in their journals.
 * Logical-Mathematical:** Teams will be required to fill out a step-by-step chart connecting themes with events from //To Kill a Mockingbird.//
 * Bodily-Kinesthetic:** Students will be given the opportunity to act out the major themes from //To Kill a Mockingbird// in class.

2004 ASCD and Grant Wiggins and Jay McTighe