S3+Lennon+Stephanie

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **1.** Students will understand that there are multiple parts to every piece of narrative writing and all parts require a certain amount of attention **(Where)**. Students will have an opportunity to connect things that they have read and seen (outside of school) to plot and setting **(Why)**. //Students write narratives that convey complex ideas, observations, events or reflections// **(What)**//.//
 * 2.** **[|"Sit Down and Write" Rap] (Hook)**.
 * 3.** Students will know the definitions of plot and setting **(Equip)**. Class will begin with a "Mad-Lab" activity to get their brains warmed up. Students will partner up and will each be given two different Mad-Lib stories. They will take turns providing one another with the necessary words. This could take take the place of using a graphic organizer **(Explore)**. Cooperative Learning: groups of 2-4 students (depending on class size) will be assigned a topic and will then have to share their findings with the class (**Experience)**.
 * 4.** What do you know about plot? Setting? Students will be pre-assessed using a technique called "Squaring Off." Each corner of the room will represent a different level of understanding. Students will go to the corner they feel most comfortable in and then discuss with their peers what they already know about plot and setting **(Rethink)**. Then, students will line up by corner and will be counted off into groups of 8 where they will then be assigned an element of plot (beginning/exposition, rising action, middle/climax, falling action, end/resolution) or setting (time period, location, culture). As a group, they will research this element, come up with a general description, and at least three examples **(Refine)**. Then, each group will share with the class what they have found and their examples, while their classmates take notes **(Rehearse)**. Finally, students will individually use this information to create their own Inspiration concept map. They can design it however they will understand it best, as long as there are enough helpful examples of each element **(Revise)**.
 * 5.** Self-Assessment: Students will be provided with a check-list so they can make sure that all necessary pieces are included in their final product **(Evaluate)**.
 * 6. Verbal:** The Mad-Lib activity at the beginning of class will allow students to read out loud, and converse with one another.
 * Logical:** When designing their concept maps, students will have to categorize items where they feel necessary.
 * Kinesthetic:** The pre-assessment at the beginning of class will give students a chance to move around.
 * Visual:** Students can include pictures on their concept maps if they so choose.
 * Intrapersonal:** Students will work with Inspiration on their own and have the power to indivudualize it.
 * Interpersonal:** Students will have the chance to work in groups and share information with the class.
 * Musical:** At the beginning of class students will listen to a very exciting rap about writing. There is also no reason they can't listen to music quietly while they work on their concept maps **(Tailor)**.
 * 7**. Students will be able to express their ideas using clear, effective language. Product: Inspiration **(Organize)**. ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **8.** Students will understand that it is important to be able to criticize their own work, and also the work of others **(Where)**. This allows the students to think about their performance in class or on a recent assignment and then write about it in a blog entry that allows for other student and teacher comments. This is a great way for classmates to interact with one another **(Why)**. //Students write narratives that convey complex ideas, observations, events or reflections// **(What)**//.//
 * 9.** [|"Reflection" Music Video] **(Hook)**.
 * 10.** Students will know how to reflect on their own strengths/weaknesses and writing through writing **(Equip)**. Graphic organizer: I will create a generic graphic organizer that asks some basic reflection questions. Students will receive multiple copies that they can use whenever it comes time to reflect on something **(Explore)**. Cooperative Learning: Students will group up according to their learning styles **(Experience)**.
 * 11. [|Learning Styles]****:** Students will have the chance to determine which way they learn best **(Rethink)**. Students will group up with students who have the same highest learning style and discuss why they believe they are a certain type of learner **(Refine)**. As a group, students will then share with the rest of the class why they learn a certain way **(Rehearse)**. Switching gears, students will participate in the "Line Game", giving them the opportunity to reflect out loud. Questions will be reflection-based for practice so students will be able to reflect on their own later on **(Revise)**.
 * 12.** Self-Assessment: Students will blog after major projects and important class activities as a way to reflect on their personal growth. See syllabus for possible reflection questions **(Evaluat****e)**.
 * 13.** **Verbal:** In small groups, students will have the opportunity to talk about their own particular learning style.
 * Logical:** Students will be categorized (grouped) according to their highest intelligence.
 * Kinesthetic:** Line Game will allow for movement, as will breaking into groups.
 * Visual:** Once students have completed the learning styles test, they will see their own personal results as a graph. This allows them to see their high and low points as learners.
 * Intrapersonal:** While taking the learning styles test, students will be able to reflect on how they learn.
 * Interpersonal:** Students will have plenty of opportunities to interact with one another.
 * Musical:** Students will watch the "Reflection" music video at the beginning of class **(Tailor)**.
 * 14.** Students will be able to reflect on their own experiences through narrative writing. Product: Blogger account **(Organize)**. ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **15.** Students will understand that it is crucial to have consistent characters with unique traits throughout the piece of writing **(Where)**. Students will have the opportunity to become the character that they create in their character profiles **(Why)**. //Students write narratives that convey complex ideas, observations, events or reflections// **(What)**//.//
 * 16.** Sharing activity: students will be asked if they would like to share one unique fact about themselves with the class. Completely optional **(Hook)**.
 * 17.** Students will know how authors use characterization and dialogue to reveal a character **(Equip)**. Graphic organizer: I will create or find a Character Profile that can be used as a graphic organizer. This will consist of a number of questions about the character that they want to create **(Explore)**. Cooperative Learning: Students will be randomly broken into four groups **(Experience)**.
 * 18.** Students will be asked to write brief characterizations as a warm-up activity **(Rethink)**. Each group will receive a list of five adjectives that might describe a character in a story. Each group will create a character based on those five traits **(Refine)**. The groups will then present their characters without revealing the actual adjectives **(Rehearse)**. Students will create their own character and portray it through an online museum **(Revise)**.
 * 19.** Self-Assessment: Students will follow a check list to make sure that they have all necessary pieces and will write an evaluation blog when they have finished their project **(Evaluate)**.
 * 20.** **Verbal:** Students will discuss what makes a character.
 * Logical:** Students will create a Museum Box that includes items their character would consider important. Students will need to justify selections.
 * Kinesthetic:** Students will move around during group work.
 * Visual:** Students can include graphics in their museum boxes.
 * Naturalist:** The characters that students create can be interested in nature. Nature-type music will also be played during class.
 * Intrapersonal:** Students will work on their own after group activity and begin working on their character profile.
 * Interpersonal:** Students will work together as a team to create a character.
 * Musical:** While students are working in groups, nature-type music will quietly play in the background to create a relaxing working environment **(Tailor)**.
 * 21.** Students will be able to represent a character's thoughts and feelings through his or her actions. Product: Museum Box **(Organize).** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **22.** Students will understand that it is important to be able to criticize their own work, and also the work of others **(Where).** Students will be able to connect each type of conflict to real life situations **(Why)**. //Students write narratives that convey complex ideas, observations, events or reflections// **(What)**//.//
 * 23.** Clip of "I, Robot" or "Terminator" to show an example of "Man vs Machine", a less common conflict **(Hook)**.
 * 24.** Students will know about the four different types of conflict **(Equip)**. Graphic Organizer: Some sort of organizer that will allow for presentation planning **(Explore)**. Cooperative Learning: Students will be broken into four groups and each group will be assigned a different conflict. Each group will research their assigned conflict and then come up with a creative way of teaching the class about that conflict **(Experience)**.
 * 25.** Can you name the four types of conflict in a story? Brainstorming activity **(Rethink)**. Break students into four groups, each group being assigned a different conflict. Together, they will research that conflict **(Refine)**. Then, each group will come up with a creative way to present their assigned conflict **(Rehearse)**. All students will evaluate their peers and reflect on their own performance in a blog entry **(Revise)**.
 * 26.** Not only will students reflect on their own performance using their Blogger account, but they will also evaluate the presentations of their peers **(Evaluate)**.
 * 27.** **Verbal:** Students will research their assigned conflict and will also interact with their classmates.
 * Logical:** Students will have to think critically and uncover their conflict in order to fully represent its meaning to the class.
 * Kinesthetic:** Students will have an opportunity to move around while presenting their assigned conflict to the class.
 * Visual:** Students will watch a movie clip at the beginning of class.
 * Naturalist:** Any students who have a particular interest in nature would have the chance to work in the Man vs Nature group. If that can't be arranged to satisfy all nature-lovers, they will at least have the opportunity to learn about it through their peers' presentation.
 * Intrapersonal:** Students will be asked to reflect on their individual contributions to the group project.
 * Interpersonal:** Students will work together as a team to do research and present a creative interpretation of a conflict.
 * Musical:** Students have the option to incorporate a song or a rap into their presentation **(Tailor)**.
 * 28.** Students will be able to critique the writing and presentation of their peers. Product: group presentation **(Organize)**. ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **29.** Students will understand that it is crucial to have consistent characters with unique traits throughout the piece of writing **(Where)**. Students will be able to connect with someone who lived long ago and take a couple of steps in that person's shoes. Students will become the people that they choose to do their research on and create a journal as if they really were that person **(Why)**. //Students write narratives that convey complex ideas, observations, events or reflections// **(What)**//.//
 * 30.** Writing prompt: write from the perspective of an inanimate object **(Hook)**.
 * 31.** Students will know about different types of point-of-view **(Equip)**. Graphic Organizer: KWL for point-of-view **(Explore)**. Three-minute-review: after hearing part of the lecture, students will have three minutes to get into small groups and review the material, ask clarifying questions, etc. This gives students a chance to catch up and the teacher can make sure everyone is on the same page **(Experience)**.
 * 32.** What do you already know about the types of point-of-view? What is still left for you to learn **(Rethink)**? Students will review material together and answer any potentially problematic questions **(Refine)**. Students will be doing a WebQuest that allows them to become a Japanese child and research how they would spend an average day in Japan **(Rehearse)**. They will create a blog entry for each of the questions asked in the WebQuest **(Revise)**.
 * 33.** Students will be asked to write the same sentence using three different points-of-view **(Evaluate)**.
 * 34.** **Verbal:** Students will participate in a writing prompt!
 * Logical:** Students will have to do a step-by-step process to complete the WebQuest.
 * Naturalist:** Students will have the option of choosing an inanimate object (for the prompt) that can be found in nature.
 * Visual:** Students will see multiple examples of point-of-view in movies.
 * Intrapersonal:** Students will work alone to write the same sentence using three different point-of-views.
 * Interpersonal:** The three-minute-review activity will give the students a chance to interact with one another and discuss the material.
 * Musical:** Relaxing music (instrumental) will be played in the background while students are working on their own **(Tailor)**.
 * 35.** Students will be able to assume the role of a completely different individual and write a piece of narrative from their perspective. Product: Blog entries **(Organize)**. ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **36.** Students will understand that there are multiple parts to every piece of narrative writing and all parts require a certain amount of attention **(Where)**. Students will have the opportunity to connect what they have done throughout the unit. Using products that they have created, students will take the next step and create their very own piece of narrative writing **(Why)**. //Students write narratives that convey complex ideas, observations, events or reflections// **(What)**//.//
 * 37. [|Characters, Setting, Plot Rap] (Hook)**.
 * 38.** Students will know how what they have learned throughout the unit comes together in the end **(Equip)**. Graphic Organizer: Students will use a Story Map graphic organizer that allows them to determine plot, setting, characters, conflict, and solution **(Explore)**. Peer-editing process will occur while narratives are being written. Also, students will work in groups to analyze a piece of narrative writing by determining what is what in the story (plot, setting, character, point of view, conflict, etc) **(Experience)**.
 * 39.** What are the parts of a narrative? Can you effectively incorporate them all into a story **(Rethink)**? Students will work in groups to analyze a piece of narrative writing by determining what is what in the story (plot, setting, character, point of view, conflict, etc) **(Refine)**. Students will look back on the work they have done over the course of the unit and fill in the Story Map organizer as appropriate **(Rehearse)**. Students will then use their knowledge of narrative writing to create an E-Book story based on the work they have done for the unit. Students will also participate in a peer-review process that allows for feedback and editing **(Revise)**.
 * 40.** Students will evaluate themselves, using a checklist **(Evaluate)**.
 * 41.** **Verbal:** Students will be writing, reading, and discussing.
 * Logical:** Students will be given check-lists to determine all requirements are met.
 * Visual:** Students will be creating an E-book online, which creates a more visually pleasing reading experience.
 * Intrapersonal:** Students will work alone to create their story maps and also their E-books.
 * Interpersonal:** Students will go through a peer-editing process that allows for conversation.
 * Musical:** At the beginning of class, students will enjoy a very educational and exciting rap **(Tailor)**!
 * 42.** Students will be able to (a) establish a plot or other narrative structure, point of view, setting and conflict. Product: E-book **(Organize)**. ||

2004 ASCD and Grant Wiggins and Jay McTighe