S3+Martel+Elizabeth

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 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), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * Verbal:
 * 7. (O)** **Organize** (Students will be able to ...) and Product:

=Lesson 1= 2. Show youtube.com video clip of Dead Poet's Society: http://www.youtube.com/watch?v=2EdWgsTUhmI&feature=related (**Hook**) 3. Students will be provided with worksheets with examples of different styles of writing and will be able to use the resources available (the web) to find examples of multiple writing styles. (**Equip**) Students will use an Idea Wheel in order to identify these styles and describe them. Students will also be asked to use a KWL chart in class. (**Explore**) Students will be separated into small groups of three, according to a fun personal fact (such as favorite color), to discuss these worksheets. (**Experience**) 4. Student's will then be able to refine their knowledge of different writing styles. (**Refine**) Then within their groups, students will have to create an example of at least 2-3 writing styles sharing with one and other. (**Revise**) Then can then can then go back to the previous given examples and compare their own work. They can, within the same groups, then share their answers once more within their groups and then with the entire class. (**Rehearse**) Students can then search the web for more examples of writing styles. (**Rethink**) 5. Students will be evaluated by a rubric created for their postings to the class wiki. The students will also be able to self-assess using a checklist that will be given to them in the form of a handout. This will be able to assess their current knowledge on the content. (**Evaluate**) 6. (**Tailor**) 7. Students will be able to describe and explain the multiple writing styles used within the text. (**Organize**) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will navigate through the piece of literature with an open mind and be open to new styles of writing. (**Where**) Having an open mind when reading different pieces of literature can help to discover and understand various styles of writing. (**Why**) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. Product: Students will read various pieces of other literary text with multiple writing styles and be able to recognize these writing styles and highlight or underline them. Students will then post findings and thoughts on the class wiki. (**What**)
 * Verbal** - Students will be able to write down all notes in their notebooks as well as record them on the handouts.
 * Visual** - The graphic organizer will enable spatial learners to organize their ideas.
 * Interpersonal** - The students will work in groups during the worksheet activity.
 * Intrapersonal**- Students will be able to go back and research and reflect on their work/examples.
 * Kinesthetic**- Students will be working on their computers to research.
 * Logical** - Clearly defining a writing style with a structured worksheet will help logical learners.

9. Take a chapter of the text and analyze the actions and speech of two main characters. Then present this information to the students within a discussion on how those actions can/will affect the characters life throughout the book. Students will then discuss similar experiences in their lives and how those moments affected them. (**Hook**) 10. Students can refer back to the book and the specific chapter as reference. (**Equip**) Students will then use a cluster word web in order to organize the different characters as well as their actions and speech. (**Explore**) Students will use a "team-pair-solo" activity to share their information. (**Experience**) 11. The cluster word web will help students to organize and view their ideas. (**Refine**) The team sharing time will help students to collaborate their work and brainstorm. (**Revise**) When students have time to work with others they can give one and other feedback. (**Rehearse**) When students work individually they can use the feedback and brainstorming sessions to re-organize their information and rework their word web. (**Rethink**) 12. The students will be evaluated by a rubric created for their PowerPoint/ digital presentation. They will also be using checklists to peer evaluate one and other. (**Evaluate**) 13. (**Tailor**) 14. Students will be able to contrast their life experiences within the text to their own. (**Organize**) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Novelists will often relate the lives of their characters to real life experiences and events. (**Where**) It is essential to be able to relate what is read to what occurs in real life in order to fully comprehend the material. (**Why**) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. Product: Students will write a story about one of their own personal life experiences, similar to a character in the book. Students can then turn this story into a PowerPoint or digital presentation and post/link it to the class wiki. (**What**)
 * Logical**- This activity enables students to organize their ideas in an ordered manner.
 * Linguistic**- Students are able to write down their ideas.
 * Interpersonal**- Students are able to work in groups/ pairs.
 * Intrapersonal**- Students have time to develop their story on their own before sharing and after sharing.
 * Kinesthetic**- Students will be changing groups during the class period allowing for body movement around the classroom.
 * Spatial**- Students will have the word web to visually organize their story.

16. Students will use the computer to research the different theme or themes used in their own personal favorite novel. The can and should view as least one digital example (an imovie, digital story, comic life) of their book while researching. (**Hook**) 17. Students will then use their favorite book as the basis for a new blog entry about the different themes found within a novel. (**Equip**) Students will then use a describing wheel for each theme to point out characteristics for their novel. (**Explore**) Students will then, using their puzzle piece picked in the begining of class, find their missing piece- which will then be their partner. Alfter partner work the students will return to the class as a whole and discuss their information,allowing for multiple instances of feedback. (**Experience**) 18. The describing wheel allows the students to organize all of their ideas. (**Refine**) Working with a other students allows for additional input and allows for sharing of ideas. (**Revise**) Sharing with the entire class/large group allows students for quality feedback. (**Rehearse**) Using this information students can return to their work and re-evaluate. (**Rethink**) 19. The students will be evaluated by a rubric created for their blog as well as for their audio clip (GarageBand). (**Evaluate**) 20. (**Tailor**) 21.Students will be able to evaluate the theme or themes whether explicitly stated or implied in a literary text. (**Organize**) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Every piece of literature has multiple meanings allowing for many different interpretations. (**Where**) Understanding that there are multiple meanings and ideas within any piece of text is crucial to developing different interpretations of the text. (**Why**) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. Product: Students will create an audio clip using GarageBand to describe and inform others about different themes in their favorite book. Students will also create a new blog entry about class discussion and views as well as reactions to the text. (**What**)
 * Visual**- The describing wheel is a great visual aid for students who need to organize that way.
 * Verbal**- Students will use their linguistic skill while writing and while working with other students.
 * Logical**- Logical students will appreciate the describing wheel because it will align their themes in a clear sequence.
 * Interpersonal**- Students will interact with their partner and with the entire class.
 * Kinesthetic**- Students will be changing groups during the class period allowing for body movement around the classroom.
 * Intrapersonal**- Students will have time to think on their own after sharing with the class and each other.

23. Students will be separated into three teams, by random numbers, and then participate in a "Jeopardy" style game using vocabulary and other various pieces of information from the text. The students will then be rewarded, after the game, with a class trip outside, where they can read the book out loud with each other. (**Hook**) 24. Students will then re-read a selection from the book replacing the defined vocabulary words with alternates, noticing how the selection of text can change in meaning. (**Equip**) The students will use several spider maps in order to organize the vocabulary and the different meanings it can create. (**Explore**) Students will work individually and then they will be placed into think-pair-share groups. (**Experience**) 25. The spider map allows the students to see in an organized form the multiple meanings a sentence can have by changing the vocabulary. (**Refine**) Working with others can help to create new ideas and ways of interpreting the vocabulary and the text. (**Revise**) Allowing all of the students to share with each other can help them to understand the vocabulary more easily. (**Rehearse**) Then using the gathered information the students can reflect on the vocabulary in order to study for the vocabulary quiz. (**Rethink**) 26. The students will be evaluated through a multiple choice quiz that was made using the compiled quizzes from the class. (**Evaluate**) 27. (**Tailor**) 28. Students will recognize and define new vocabulary creating their own vocabulary quiz. (**Organize**) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Every piece of literature has multiple meanings allowing for many different interpretations. (**Where**) The vast amount of vocabulary within any piece of literature is important to know in order to understand the entirety of the context. Understanding the vocabulary within the text is crucial in order to understand the multiple meanings of the book. (**Why**) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. Product: Students will be asked to create their own multiple choice quiz using all of the vocabulary uncovered from the text. They will then post this quiz to their blog and link it to the class wiki. (**What**)
 * Interpersonal**- Students will be working in pairs to complete the assignment
 * Intrapersonal**- Even though students are working in groups they will have to be able to know and study on their own.
 * Visual**- Students will have a spider map to work out their vocabulary visually.
 * Verbal**- Linguistic students will be able to use their skills to write their vocabulary down and work with their partners.
 * Kinesthetic**- Kinesthetic learners will appreciate the time during class when they are moving around in their pairs.
 * Logical**- Logical students will also appreciate the spider map because it will place their vocabulary in a clear form.
 * Naturalistic**- Naturalistic learners will be able to venture outside after the game and be able to sit and read the text among nature.

30. Students will watch a [|video clip] of the book in order to see how the characters interact with one and other. (**Hook**) 31. Students will be asked to choose a character from the book and to describe that character and their role/importance in the book. (**Equip**) Students will be working individually with their own character then will be asked to find someone who has also chosen that character. They will share, comparing and contrasting, each piece of evidence found. (**Experience**) The students will then use an ice cream cone chart to identify the different aspects of their character. (**Explore**) 32. The ice cream cone chart helps to view the different aspects of their character in an step by step model. (**Refine**) Working individually students can create their own, unique ideas to share with others. (**Revise**) Working in groups or with those who share the same character can produce new interpretations of the same character. (**Rehearse**) Students can then take their information and re-organize their thoughts before creating their character profile. (**Rethink**) 33. The students will be evaluated by a rubric created for their blog. (**Evaluate**) 34. (**Tailor**) 35. Students will produce a new interpretation of a character within the text. (**Organize**) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Novelists will often relate the lives of their characters to real life experiences and events. (**Where**) Being able to identify and relate personal life experiences to the text can help in understanding the characters within the text. (**Why**) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. Product: Students will create a personal profile in a blog entry about the character of their choice. (**What**)
 * Verbal**- Linguistic skills are important in sharing ideas with another.
 * Kinesthetic**- Kinesthetic learners will appreciate the internet time when asked to post their character profile.
 * Interpersonal**- Students will work in their character groups communicating with their peers.
 * Intrapersonal**- Students will have time on their own to reflect on their comments before posting.
 * Logical**- Logical students will benefit from the organization of the ice cream cone chart.
 * Visual**- Visual students will benefit from the ice cream cone chart prior to posting on their blog.

37. Students will view another student's interpretation (video) of the book. http://www.youtube.com/watch?v=K-Q2sBrFEME&feature=related (**Hook**) 38. Students will be asked to draft their own views and interpretations of certain scenes and events. (**Equip**) Students will share their ideas using the team-pair-solo approach. (**Experience**) The students will be using a word web to gather their thoughts and ideas. (**Explore**) 39. The word web will allow students to organize their ideas about the particular event or scene then be able to incorporate their new ideas. (**Refine**) Working individually after having group time can allow the ideas of others to "sink in", creating new interpretations. (**Revise**) Working in groups then in partners allows for many different opinions and approaches to the book. (**Rehearse**) Working, at last, on their own students can re-organize their thoughts and create a solid approach/story for their new event or scene. (**Rethink**) 40. The students will be evaluated by a rubric created for their ComicLife. (**Evaluate**) 41. (**Tailor**) 42. Students will imagine and create an alternate scene or event for the book. (**Organize**) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Every piece of literature has multiple meanings allowing for many different interpretations. (**Where**) Recognizing the multiple meanings of a text can help to create new interpretations of each chapter allowing for new ideas to emerge. (**Why**) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. Product: Students will be asked to create a script/skit that is an alternate to a major event or scene within the book (choosing from a list of scenes and events given) using ComicLife. (**What**)
 * Verbal**- Students with strong linguistic skills will do well during group feedback.
 * Logical**- Students with strong logical abilities will be able to organize their thoughts with ease using the web chart.
 * Interpersonal**- Students will work in groups on their stories to critique.
 * Intrapersonal**- Students will be able to work alone and reflect on their previous thoughts.
 * Visual**- Students will work with a web to organize their story/chapter.
 * Kinesthetic**- Students will be able to use the computer to work in ComicLife.

2004 ASCD and Grant Wiggins and Jay McTighe