S3+Thomas+John

=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. Short documentary about Salem, MA and the witch trials, to give students incentive for researching more about Hawthorne's community.(**hook**) 3. Students will know how to identify small details in the text and analyze their importance to the text as a whole, as well as their importance in the context of Hawthorne's history **(Equip).** They will use a graphic organizer ("Salem" "Hawthorne's Family" "Community" "Religion" "Success"-spider map) to help them work out some ideas about the main aspects of Hawthorne's life **(Explore)**. Students will participate in a think-pair share. In the first stage they will do indiidual research. In the second stage they will collaborate with a peer to share ideas, and in the third stage they will share their ideas with the entire group **(Experience).** 4. What kinds of things did Hawthorne experience day to day that might work their way into his writing?**(Rethink)** How are you going to prove your ideas about what cultural elements he might have chosen to use? (**Rehearse)** How can you further prove your research parallels the story more absolutely**(Refine).** 5. I will grade the graphic organizers that they will create on the first day, and they may not continue until getting my permission **(Evaluate)**. 6.**Verbal:** Students will be reading out loud and communicating ideas to peers 7. Students will be able to consider the author's motives for using certain literary devices. Product: Research Hawthorne's history using sites such as EBSCO and Academic Search Premier, then post findings and parallels from stories on class wiki. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. //Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// **(What).** Work will be done in the classroom, at home or in a Library (**Where**). Students should be able to understand that no matter who the author is, even if they happen to be the author, the area in which they live or the town that they are a part of has a very significant effect on the literature that they write **(Why)**.
 * Logical:** Students must decide what aspects of Hawthorne's life led him to write certain story details.
 * Kinesthetic:** Students use their computers to research and post entries on wiki.
 * Musical:** The documentary of Salem has music.
 * Aural:** Students may hear online documentaries or reviews about Hawthorne or 19th century Salem
 * Interpersonal:** Students have time to work on their research alone.
 * Intrapersonal:** Students comment on each other's entries.
 * Visual**: Students will research pictures of where Hawthorne lived

14. Students will be able to make sense of imagery and tell how it relates to the text, both as a whole and within a passage. Product: Blog Posts **(Organize).** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **8.(W)** Students will understand that themes in different short stories vary and are essential elements in the texts. This lesson will be completed in the classroom(**Where)** Students must read a short story or poem in class and come up with two in-depth questions about the story's imagery, which they will immediately post to a class blog. Asking complete, thoughtful questions about the reading is essential to a more complete understanding of anything, not just literary texts (**Why).** //Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// (**What)**
 * 9. (H)** Give students exactly three minutes to come up with questions, under the pretense that (**Hook)** (Engage)
 * 10. (E)** Students will know how to identify small details in the text and analyze their importance to the text as a whole **(Equip**). Students will be using a T-chart graphic organizer to write their questions. **(Explore)** After review in front of class of T-chart questions, students will periodically break off into 3-minute interviews to discuss their questions among themselves quickly so as to stay on track. **Experience**
 * 11. (R)** What didn't you understand in this story? **(Rethink)** Were your questions as complete as possible? **(Revise)** What can you add or omit from your question so that it most completely approaches the concepts of the text as a whole? (**Refine**)
 * 12. (E)** I will go over a number of T-chart submissions in class (anonymously) and critique the nature of the questions. **(Evaluate)** (Self- Assessment)
 * 13. (T)**
 * Verbal:** Students may read text selections out loud in class.
 * Logical:** Students must make decisions on the most logical questions to ask in order to learn something about imagery.
 * Kinesthetic:** When posting the blogs online, students will be using their computers and keyboards.
 * Visual:** Students will be reading texts.
 * Naturalist:** Reading exercise will be done outside, blog may be completed after the fact.
 * Interpersonal:** Students read alone to themselves.
 * Intrapersonal:** Students will be working in groups to discuss questions.
 * Musical**: Reading assignment may be lyrics to a song, song may be played before or during reading of lyrics.

critical details: How to identify small details in the text and analyze their importance to the text as a whole, definitions: How to recognize common literary devices and provide definitions for them. **(Equip)** Examine the blog site in class and go over responses with explanations from a select number of entries. Explain what is good and bad about the posts as far as nature of criticism. Use Inspiration as a graphic organizer. Place main point in the middle, things that are good and bad about it off on the branches. Try and find common issues. **(Explore)** Partners exercise, where students pair up with one person on whose blog they commented, with students collaborating with other teams of partners partway through the exercise, explaining and justifying their comments. It is important to talk about the formations of topic sentences. **(Experience)** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **15. (W)** This lesson will be finished in the classroom or a library as a whole group. **(Where)** Students will understand that literary devices in the texts set the style and tone of the stories. The students must blog on assigned readings and formulate ideas about various literary devices found in the texts. Each student must constructively comment on at least three other students' blog postings. **(Why)** Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. **(What)**
 * 16. (H)** Each student must first consider why the students that they are reviewing asked the question they did. They must then consider: if they were to have asked the question, how would theirs be similar or dissimilar from the other student's? (Students can role play and sit in each other’s desks, trying to take on the thought processes of the other student.) **(Hook)**
 * 17. (E)** Students will know vocabulary: Imagery, Allegory, Metaphor, Irony, Paradox, Theme, Tone,
 * 18. (R)** Have you thoroughly considered the other students' ideas and applied them to your own? **(Rethink)** Consider your own comments and try to come up with two things that can be changed about them, so as to make them as efficient and helpful to the poster as possible. **(Revise)** Decide upon a plan for yourself when similar activities are done in class. How can you use your knowledge of constructive criticism in other areas? **(Rehearse)**
 * 19. (E)** Change the comments that you have written if necessary, and review your own comments. Has anyone brought up issues in your own posts that seem familiar to your own observations? **(Evaluate)**
 * 20. (T)**
 * Verbal:** Talking between students during group exercise, also talking in class.
 * Logical:** Students must prove why their comments were constructively critical or what they believe about the story.
 * Kinesthetic**: Getting up halfway through the exercise to meet with other groups.
 * Visual:** Students get to see their posts and the posts of others, then they get to talk with the student on whose blog they commented in person.
 * Intrapersonal:** Working in groups stressed during second half of lesson.
 * Interpersonal:** Working alone on comments during first portion of class.
 * Musical:** Students may listen to music while posting comments in the beginning of lesson.
 * 21. (O)** Students will be able to answer essay questions using knowledge of the author's use of literary devices. Product: Inspiration web. **(Organize)** ||

=Lesson 5= =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **22. (W)** This lesson may be done in class, in a computer lab or in a library **(Where)** Students will understand that themes in different short stories vary and are essential elements in the texts. It is important to be able to develop the skills of comparing styles of literature, after examining differing approaches to literature in-depth. Students will compare the writing styles of Edgar Allen Poe and Hawthorne, based on a variation of an online WebQuest. **(Why)** Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. **(What)**
 * 23. (H)** Hook: WebQuest, though we will be going against the grain and using Hawthorne as an example of an author living at the same time as Poe.
 * 24. (E)** Students will know...Critical Details: How to identify small details in the text and analyze their importance to the text as a whole.**(Equip)** WebQuest will be used to research both Poe and Hawthorne, texts will also be read aloud in class and comparisons made. Venn diagrams will be used to determine differences and similarities, in preparation for the WebQuest's task. (**Explore)** Class will study venn diagrams in randomly-chosen groups, then work on WebQuests individually with the freedom to clarify instructions with classmates or instructor. **(Experience)**
 * 25. (R)** What are some of the most prominent differences that you have found after reading the texts out loud? Though Poe and Hawthorne lived nearby, what can be said about the differences of their societies, and how does this affect their respective styles? Students will be given Poe’s critique of Twice Told Tales to help them decide. **(Rethink)** Think about the comparisons you have made. Are any too vague? Make sure your end result creates a complete picture of both of these authors' styles. **(Revise)** Make necessary corrections to your comparisons and draw definitive conclusions about the works of both authors. **(Refine)**
 * 26. (E)** Keep in mind the comparisons that you may have missed the first time. Why were you so quick to come to the conclusions that you omitted, and why have you decided to add certain elements? **(Evaluate)**
 * 27. (T)**
 * Verbal:** Reading assignments aloud in class, collaborating with peers.
 * Logical:** Making correct and provable decisions about the styles of the two authors.
 * Kinesthetic:** Moving into groups during group assignments.
 * Visual:** WebQuest visuals-photos and animations, possible use of Google Earth to investigate Salem and Boston historical sites.
 * Intrapersonal:** Group work centered around sharing ideas.
 * Interpersonal:** Working on WebQest alone during allotted time.
 * Musical:** Play classical 18th century music in background during WebQuest work, or music relevant to text's topic.
 * 28. (O)** Students will be able to recognize the use of literary devices in other texts and realize their uses. Product: Webquest. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **29. (W)** Students will understand that literary devices in the texts set the style and tone of the stories. Students will read aloud and discuss texts in class, then complete lesson as an assignment at home. **(Where)** Inter-colleague communication is an important skill to learn, and in today's growing online social networks one must understand that peer-to-peer discussion online carries its own limitations and innovations.**(Real Life)** Students will create AIM accounts and meet for 20 minutes in an instructor-created chat room to discuss allegories in the assigned readings **(Why)** Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. **(What)**
 * 30. (H)** Hook You are all professionals-Doctors of English literature. The conference you were trying to meet at was snowed out, so now you are forced to talk about Hawthorne online with one another. **(Engage)**
 * 31. (E)** Students will know Vocabulary: Imagery, Allegory, Metaphor, Irony, Paradox, Theme, Tone. Critical Details: How to identify small details in the text and analyze their importance to the text as a whole. Definitions: How to recognize common literary devices and provide definitions for them) **(Equip)** You will create a small tree chart for your AIM alias and describe what schooling you have received, what credentials you have and what your specialty is. In addition to all of this information, you must also develop your master thesis-what your character’s entire career is based on. **(Explore)** During the assignment you must all stay true to your character and reply as such. The thesis that you have made will have to reflect your actual stance on the reading. **(Experience)**
 * 32. (R)** What attributes, if you were to become a learned scholar, would you most like to have? **(Rethink)** What issues are brought up in the classroom that you might like to bring to your conversation? **(Revise)** Determine what points you will bring up during the nighttime assignment at home, write them down, and have your questions suggestions at the ready **(Rehearse).**
 * 33. (E)** What went well about the chat room conversation? Could it have been better mediated? Could it have been longer or shorter of a time requirement? **(Evaluate)**
 * 34. (T)**
 * Verbal:** Students get to talk to each other about their Aliases during class.
 * Logical:** Students must come to characteristically logical questions while in character.
 * Kinesthetic:** Students are using a computer keyboard.
 * Visual:** Conversation unfolds online instantly. Makes organization and focusing easy
 * Naturalist**: Assignment can be taken outside of the classroom.
 * Intrapersonal**: Students collaborate before and after class..
 * Interpersonal:** Student may work on the alias that they have chosen.
 * Musical:** Music can be played at home during project or in last few minutes of class.
 * 35. (O)** Students will be able to hold conversations with others online, sharing ideas actively as if it were part of a bigger class discussion. Product: Print-out of AIM chat. **(Organize)** ||

Critical Details: How to identify small details in the text and analyze their importance to the text as a whole. Definitions: How to recognize common literary devices and provide definitions for them. **(Equip)** A flowchart will be provided for each student to keep track of the discussion questions at hand and recording the ideas that they will bring to the discussion. Charts will be graded after the essay is written and presented. **(Explore)** All students must participate and express their reasons for the information they wish to include in the essay. **(Experience)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **36. (W)** Students will understand that themes in different short stories vary and are essential elements in the texts. This lesson will be done in the classroom. **(Where)** Students will collaboratively write an answer to one of a number of essay questions on paper, using knowledge of readings. Everyone’s individual thesis statement which was applied to the final statement will then be posted to individual blogs. Students will then comment on each other’s posts, explaining what they liked and didn’t like about the statement. Listening to and respecting the opinions of others and integrating both the most general and specific ideas into one body of work helps students realize the integrity of their peers' ideas and knowledge-based decisions. **(Why)** Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. **(What)**
 * 37. (H)** Students will have to decide which question to answer, as well as delegate who will present the essay and which ideas will be used in the essay. (Hook)
 * 38. (E)** Students will know: Vocabulary: Imagery, Allegory, Metaphor, Irony, Paradox, Theme, Tone.
 * 39. (R)** What important aspect of the essay question can you answer with your own observations or ideas? **(Rethink)** With your peers, decide which ideas and observations can be added or omitted in order to make the best and most complete essay. **(Revise)** Each student must spend some time practicing one idea in the essay that they helped include. The students will briefly explain their involvement with the particular part of the essay after the comprehensive essay assignment is over. **(Rehearse)**
 * 40. (E)** Students must write a paragraph over what the experience has taught them about their own ideas, as well as how they thought the group functioned as a whole. **(Evaluate)**
 * 41. (T)**
 * Verbal:** Each student will be able to have a say during the class discussion.
 * Logical:** Each student must come up with logical and informed decisions on the essay question.
 * Kinesthetic:** Class will have a designated study area that may be away from normal seating areas.
 * Visual:** Diagrams will be used to sort information.
 * Naturalist:** Discussion portion of the class may be done outdoors.
 * Intrapersonal:** Students will be working with everyone in the class for the majority of the lesson.
 * Interpersonal:** The students' flowcharts will be individually drawn up and individually scored.
 * Musical:** Music may be played in the background during class meeting.
 * 42. (O)** Students will be able to determine the effects of common literary devices on the style and tone of a text, make sense of imagery and tell how it relates to the text, both as a whole and within the passage, and analyze examples of literary images and formulate theses about their significance. Product: Essay answer on blog. **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe