S3+Trautvetter+Jennifer

=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= 8.**What** Students will demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts. **Why** Using age appropriate vocab can help you land that perfect job. **What** Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes. 9.**Hook** ? 10. **Equip** Students will know vocabulary; know proper spelling, use, and definition of age-appropriate vocabulary. **Explore** Student will use a Roots graphic organizer to organize and analyze the different roots and their uses. **Experience** Students will collaborate together using the People Sculpture to act out different words and definitions. 11. **Rethink** How to roots help define unknown vocabulary? **Revise** **Rehearse** **Refine** 12. **Evaluate** A rubric will be used to grade this project. 13. **Tailor** 14.**Organize** Students will be able to illustrate appropriate use of new vocabulary words. Product: Students will be creating pages of an iMovie Dictionary. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Verbal:** Students will be making guesses at the People Sculptures.
 * Logical:** Students need to take prior knowledge of roots and apply them to unknown words.
 * Kinesthetic:** Students will collaborate during People Sculptures.
 * Visual:** Students will need to define vocabulary by drawing illustrations.
 * Naturalist:** People Sculptures will take place outside.
 * Intrapersonal:** People Sculptures
 * Interpersonal:** People Sculptures
 * Musical:** Musical People Sculptures

Lesson 2
b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes. 23. **Hook** Game of Telephone. 24.**Equip** Students will know critical details; how to perform a close reading. **Explore** Students will use a sense chart G.O. **Experience** Students will practice rehearsing, speaking aloud, and using appropriate facial expressions in a group improve activity. 25.**Rethink** What is the author trying to get you think about? How can our words be interpreted? **Revise** Scripts will be checked and time will be given for revisions. **Rehearse** Students will be given time in class to brainstorm and rehearse. **Refine** 26.**Evaluate** Students will post a blog about the importance of this project personal reflection to it. I will check out their reflections. 27.**(T) Tailor** Intrapersonal:** Students will need to write their part of the script. 28.**Organize** Students will be able to exhibit skills in reading text using appropriate pacing, phrasing, intonation, and expression. and Product: Students will be creating a talk show using the Laurie Anderson as a guest speaker. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.**Where** Students will understand that verbal competence is necessary for effective and efficient communication. Close readings of the text lead to a deeper understanding of the author's message.**Why** Students need to learn to say what they mean, know what they're saying, and deliver it appropriately. **What** Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
 * Verbal:** Students will need to act out their own script.
 * Logical:** Students will need to present information from a different perspective. (author)
 * Kinesthetic:** Students will participate in an activity that involves acting.
 * Visual:** Students will create an iMovie.
 * Naturalist:
 * Interpersonal:** Students will work in pairs or groups.
 * Musical:** Students will need to add music to their movie.

b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes. 16. **Hook** 17.**Equip** Students will know formula; how to analyze unknown words by deciphering meaning through context and knowledge of word parts and their meanings. **Explore** Students will use a web G.O. **Experience** We will be playing we board game. 18.**Rethink** How can roots help me figure out unknown words? **Revise** Which roots are similar in definition? **Rehearse** and **Refine** (Timely Feedback) 19.**Evaluate** I will be checking on their __ games while they play. 20. **Tailor** (Multiple Intelligences 6 to 8 and use each at least twice) 21.**Organize** Students will be able to make sense of new vocabulary words using previous defined roots. and Product:
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ?????????????????? ||
 * 15.**Where** Students will understand that a strong vocabulary is essential to communicate effectively and efficiently. **Why** By understanding roots, students can partially identify a large **What** Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
 * Verbal:** Students will need to write and sing their own lyrics.
 * Logical:** Students will need to find words that begin with the same letter that also work in the song.
 * Kinesthetic:** Students will be playing aboard game.
 * Visual:** Students will
 * Naturalist:** Students will
 * Intrapersonal:** Students can work alone.
 * Interpersonal:** Students can together in groups or pairs.
 * Musical:** Students will be creating their own song.

Students will be creating a song using alliteration.
|| =Lesson 4=

b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes. 30. **Hook** Bring in local newspaper. 31.**Equip** Students will know critical details; how to perform a close reading. **Explore** Students will us the sequence chart G.O. **Experience** Students will have discussions on various song lyrics using Capzles. 32.**Rethink** What has reading added to my life? **Revise Rehearse** **Refine** 33.**Evaluate** (Self- Assessment) 34.**(T) Tailor** Intrapersonal:** Students will choose their own songs. 35.**Organize** Students will be able to criticize reading strategies to optimize understanding of author's message. and Product: Students will be creating a museum box to describe various elements of the novel SPEAK. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.**Where** Students understand that close readings of the text lead to a deeper understanding of the author's message. **Why** You can't go through life without reading; students need to separate fact from fiction. **What** Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
 * Verbal:** Students will post their own comments in Capzles.
 * Logical:** Students will analyze song lyrics to find all interpretations.
 * Kinesthetic:** Students will be working on laptops.
 * Visual:** Students will be reading song lyrics.
 * Naturalist:
 * Interpersonal:** Students will participate in class discussions.
 * Musical:** Students will be listening to music in class.

Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes. 2. **Hook** Bring in one picture of every person in your family, including pets and extended family. Students should have 10 pictures total. 3. **Equip** Students will know proper spelling, use, and definition of age-appropriate vocabulary **Explore** and use a Cluster - Word Web graphic organizer, and **Experience** participate in a blog bank via Blogger and Capzles. 4. **Rethink** Why is vocab important? **Revise** Do I really know how to properly use these vocab words? **Rehearse** Practice using the words in conversation daily. **Refine** What words should I have studied more? 5.**(E)** **Evaluate** Their graphic organizers will be checked during, or between classes to make sure they're on the right track. 6.**(T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice) Intrapersonal:** Students will complete the graphic organizers by themselves.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **Where** Students will understand that a strong vocabulary is essential to communicate effectively and efficiently. **Why** Students will use these skills throughout their life, not only in everyday conversation, but also in preparation for professional interviews and relationships. **What** (MLR)
 * Verbal:** Students will blog and discuss their opinions on vocab words.
 * Logical:** Students will attempt to identify new words by using known root definitions.
 * Kinesthetic:** Students will be working with laptops.
 * Visual:** Students will be drawing illustrations of age-appropriate vocabulary.
 * Naturalist:
 * Interpersonal:** Students will comment on eachother's blogs.
 * Musical:**

7. **Organize** Students will be able to illustrate appropriate use of new vocabulary words. Product: Students will be creating a blog bank.
|| =Lesson 6=

b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes. 37. **Hook** Relate lyrics from favorite song to your life. 38.**Equip** Students will know critical details; how to perform a close reading. **Explore** Students will complete a Freaks and Geeks G.O. (that weird circle thing from Beth) **Experience** Students will use the jigsaw method to educate themselves on each character from the show. 39.**Rethink** Why are we watching Freaks and Geeks? **Revise Rehearse** **Refine** 40.**Evaluate** Students will be evaluated based on their reflective blog and class discussion. 41.**(T) Tailor** 42.**Organize** Students will be able to reflect of how reading can and has enriched your life. and Product: Students will be writing an article for the school newspaper. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.**Where** Students understand that close readings of the text lead to a deeper understanding of the author's message. **Why** When you spend the time to read and actually comprehend what you're reading, you learn more about what you're reading, but you also learn more about yourself. **What** Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
 * Verbal:** Students will be required to talk during class discussion.
 * Logical:** Students will be comparing themselves, friends, and family members to characters in Freaks and Geeks.
 * Kinesthetic:** Students will be working on laptops.
 * Visual:** Students will be watching an episode of Freaks and Geeks.
 * Naturalist:** Students will be outside for class.
 * Intrapersonal:** Students will be writing reflective blogs.
 * Interpersonal:** Students will be
 * Musical:** Students will be listening to music at the beginning of class.

2004 ASCD and Grant Wiggins and Jay McTighe