S3+Martin+Karin

=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. Students will listen to a rap about the elements of narrative writing. Students will then be given an "about me" character diagram as an introduction into evaluating characters. **(Hook)** 3. Students will know vocabulary: narrative, plot, conflict, character, point of view, dialogue. **(Equip)** Students will use the "about me" graphic organizer. Students will also be using a character evaluation graphic organizer. **(Explore)** Students will use the "Partner" cooperative learning group, breaking up into teams of four, and then into partners from there. Each half of the team is given something to "research" and learn so that they can teach the other half of their team when it is time to regroup. They will do this with the vocabulary. **(Experience)** 4. Who would I be as a character in a narrative? How can I create characters? **(Rethink)** Students will use other students to determine the useful and effective elements in their character evaluations. **(Refine)** Students will be given the chance to continuously change the ideas they have about characters before they complete a final draft using inspiration. **(Revise)** 5. Students will break into groups to talk about their character graphic organizers. **(Evaluate)** 6. Multiple Intelligences **(Tailor)** 7. Students will be able to develop characters. Product: Inspiration Diagrams. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that a variety of narrative elements have a great effect on the overall narrative work. **(Where)** Students will begin to understand the elements that come together to define one's personality and how they can utilize this knowledge in their own writing. **(Why)** //Students will write narratives that convey complex ideas, observations, events, or reflections.// **(What)**
 * Verbal**: Students will be working with lots of short stories and definitions.
 * Logical**: Students will be organizing their information into logical diagrams.
 * Kinesthetic**: Students will be moving about to work in groups.
 * Visual**: Students can use diagrams in order to organize information.
 * Intrapersonal**: Students will reflect on their own personalities in order to fill out an "about me" character diagram.
 * Interpersonal**: Students will collaborate to work on their character evaluation diagrams, and will also have to use their ability to "read" people.
 * Musical**: Students will be listening to a rap about narrative writing.

9. Students will hear a piece of my own narrative element, and I will lead them through a discussion that critiques my work to help them in their own constructive criticism. **(Hook)** 10. Students will know how to identify and analyze the use of critical detail in creative writing. **(Equip)** Students will use a "plot" and "conflict" graphic organizer in order to help them evaluate both their own work and the work of others. **(Explore)** Students will use the "jigsaw" method to review vocabulary before applying it in their evaluations of each others' writing. **(Experience)** 11. How did I (can I) effectively utilize narrative elements in my own narrative writing? **(Rethink)** Students will get feedback from me and the other students in the class about how to effectively utilize narrative elements in their own narrative writing. **(Refine)** Students will rework their writing to include the suggestions that will make their writing better. **(Revise)** 12. Students will write about their own narrative writing in the form of a blog, which other students will respond to with constructive criticism. **(Evaluate)** 13. Multiple Intelligences **(Tailor)** 14. Students will be able to reflect on his or her own personal use of narrative writing. Product: An ongoing blog. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that a variety of narrative elements have a great effect on the overall narrative work. **(Where)** Students will begin to understand what makes "good" writing and use this to apply to their own writing. **(Why)** //Students will write narratives that convey complex ideas, observations, events, or reflections.// **(What)**
 * Verbal**: Students will use their verbal skills in writing narrative pieces.
 * Logical**: Students will organize their thoughts about plot and conflict in graphic organizers.
 * Kinesthetic**: Students will be up and about when sharing vocabulary.
 * Visual**: Students can use the diagram to provide a visual of their own thoughts.
 * Intrapersonal**: Students will reflect on their own narrative writing.
 * Interpersonal**: Students will provide feedback for one another.

16. Students will watch clips of Reduced Shakespeare Company to see how much fun it can be to use parody in writing. Students will also listen to a radio show clip as an example of effective narrative. **(Hook)** 17. Students will know how to identify and use narrative elements and provide definitions for each. **(Equip)** Students will use "plot" graphic organizers in order to help them design the script and storyline of their iMovie skit. **(Explore)** Students will use the "three minute review" collaborative learning method to review information from the lesson. I will give students three minutes to break into small groups, where they will discuss the information and come up with any important and clarifying questions. **(Experience)** 18. How can I effectively use artistic freedom with writing while sticking to the plot of another writer's making? **(Rethink)** Students will submit their rough drafts to me for feedback on their efficacy. **(Refine)** Students will make the changes that will make their work more effective. **(Revise)** 19. Students will write a reflection on the reason they chose the specific scene that they chose and how they worked in groups. **(Evaluate)** 20. Multiple Intelligences **(Tailor)** 21. Students will be able to analyze narrative writing. Product: A short skit, using iMovie. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that many different elements can be combined to create a narrative work. **(Where)** Students will begin to learn how to apply creative elements to narrative work. Students will begin to learn how parodies are created. **(Why)** //Students will write narratives that convey complex ideas, observations, events, or reflections.// **(What)**
 * Verbal**: The students will be writing a skit.
 * Logical**: Students will be organizing their thoughts in graphic organizers.
 * Kinesthetic**: Students will be acting out the skit that they are designing.
 * Visual**: Students may use a diagram to organize plot.
 * Naturalist**: Students have the option to set their skit practically anywhere, so they can include many naturalist elements if they so wish.
 * Intrapersonal**: Students will reflect on their own work and how they worked in groups.
 * Inerpersonal**: Students will collaborate to create the iMovie skits.
 * Musical**: Students will listen to a radio show as a skit introduction to this lesson.

23. I will have the students play a vocabulary game, where I write the vocabulary words on the board. The class will break into two teams and one representative from each team will take turns at the board. I will read the definition and the first person to "slap" the correct word gains a point for his or her team. I will also read a mentor text of a graphic novel to begin getting the students enthusiastic about what will become their performance task. **(Hook)** 24. Students will know vocabulary: narrative, plot, conflict, character, point of view, dialogue. **(Equip)** Students will use a vocabulary graphic organizer to organize their vocabulary in a way that will make it easier for them to learn. **(Explore)** Students will break into the "Think-Pair Share" groups, where they actually choose whichever vocabulary words give them the most trouble, separate them among the teammates, then regroup to "teach" to the rest of the team. **(Experience)** 25. How do different types of narrative writing create completely different effects for the reader? **(Rethink)** Students will continue to get feedback from me and the other students in the class on their writing. **(Refine)** Students will rework their writing to include the suggestions that will make their writing better. **(Revise)** 26. Students will write a reflection on the WebQuest that they completed as part of this lesson. **(Evaluate)** 27. Multiple Intelligences **(Tailor) Verbal**: Students will be using their verbal skills to both navigate and read the examples in the WebQuest. 28. Students will be able to evaluate the use of narrative structure and device. Product: WebQuest. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that many different elements can be combined to create meaning in a narrative work. **(Where)** Students will begin to understand the many different applications that narrative writing can have. **(Why)** //Students will write narratives that convey complex ideas, observations, events, or reflections.// **(What)**
 * Logical**: Students will use a graphic organizer to better understand their vocabulary.
 * Kinesthetic**: Students will be moving around when playing the vocabulary game.
 * Visual**: Students will be using their visual skills both when playing the vocabulary game and when using the graphic organizer.
 * Intrapersonal**: Students will be reflecting on the WebQuest they completed as part of the lesson.
 * Interpersonal**: Students will collaborate when studying vocabulary.

30. Students will listen to an example of pieces of narrative writing about nature and the seasons. **(Hook)** 31. Students will know how to identify and analyze the use of critical detail in creative writing. **(Equip)** Student will use any of the previously used graphic organizers that they feel may help them with writing their tribute to nature. **(Explore)** Students will use the "Three Step Interview" to review their tributes to nature. Students will break into pairs and interview one another with certain "clarifying questions." The interviewers will then report back to the class the information that they gathered during the interview. **(Experience)** 32. How can I use my knowledge of narrative writing to write about my favorite element of nature? **(Rethink)** Students will get feedback both from me and also the other students in the class along the way to creating their finished product. **(Refine)** Students will rework their writing to include the suggestions that will make their writing better. **(Revise)** 33. Students will write a reflection on their use of nature and narrative elements in their finished product. **(Evaluate)** 34. Multiple Intelligences **(Tailor) Verbal**: Students will be writing the scripts for the final product. 35. Students will be able to demonstrate their knowledge of narrative writing. Product: iMovie, Garageband, Comic Life. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Student will understand that the choice of narrative elements can be used as tools to create meaning in a narrative. **(Where)** Students will begin to understand which narrative elements are appropriate in certain situations. **(Why)** //Students will write narratives that convey complex ideas, observations, events, or reflections.// **(What)**
 * Logical**: Students will be using a graphic organizer to order their thoughts before writing.
 * Kinesthetic**: Students have the option to "act out" their tribute to nature.
 * Visual**: Students have the option to use images in their tribute to nature.
 * Naturalist**: Students are writing about nature.
 * Intrapersonal**: Students are working alone and reflecting on their work.
 * Interpersonal**: Students will be collaborating using the "Three Step Interview" to review the work they did on their tribute to nature.
 * Musical**: Students have the option to incorporate or make their own music as a tribute to nature.

37. Students will be shown my student sample and will critique it using their blogs. **(Hook)** 38. Students will know how to identify and use narrative elements and provide definitions for each. **(Equip)** Students will use any of the graphic organizers that we have used thus far in order to organize their ideas, as well as a few new character development graphic organizers that will help them develop their comic book series. **(Explore)** Students will work in the "Numbered Heads Together" collaborative groups when learning about comic book elements. They will be numbered, and each number is given a different question to research. When I call a given number, whoever has that number must share the information he or she has gathered on that topic. **(Experience)** 39. How can I apply all of the narrative elements that I have learned about in my comic book series? **(Rethink)** Students will continuously submit their work to me for review and also to the other students in the class for review. **(Refine)** Students will make whatever changes they feel will help their writing. **(Revise)** 40. Students will reflect on the efficacy of their comic book series and the work that they did. **(Evaluate)** 41. Multiple Intelligences **(Tailor) Verbal**: Students will be writing a narrative comic book. 42. Students will be able to assume the role of an author and develop a narrative. Product: Comic Life. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the choice of narrative elements can be used as tools to create meaning in a narrative. **(Where)** Students will learn how narrative devices and strategies and elements apply to popular culture narrative writing, such as comic books. **(Why)** //Students will write narratives that convey complex ideas, observations, events, or reflections.// **(What)**
 * Logical**: Students will be organizing their ideas in various graphic organizers before creating their comic books.
 * Visual**: Students will be creating a comic book that must incorporate original images.
 * Intrapersonal**: Students may work by themselves, and must also reflect on his or her own work.
 * Interpersonal**: Students have the option to collaborate on their final product.

2004 ASCD and Grant Wiggins and Jay McTighe