S3+Tibbetts+Courtney

=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. The will include a peice of multimedia in the blog (song, movie, picture). **(Hook)** 3. Students will know how to indentify the narrator, writing style, and plot. **(Equip)** Graphic Organizer: Five W's Chart which will help them to shape their responses to each chapter. **(Explore)** Cooperative Groups: Think-Pair-Share where they post their own blogs on each chapter independently, are then grouped together to dicuss what they wrote in their blogs, then will synthensize their resposes and report back to the class. Four different groups will be assigned a chapter from Fever, 1793 and a chapter from a randomly chosen book and find the parralells between the two based on langauge, themes and conflicts. **(Experience)** 4. Based on the cooperative group activity the class and I will give feedback to each groups responses such as if their interpretation was off or they left out something important from the chapter, each group will then know of anything they may have missed in the reading. **(Rethink)** Based on the class discussion they will then be able to go into their blogs and update them to include anything they may have missed. **(Revise)** 5. I will use a checklist to look for how much detail the student included, their own personal responses, and revisions. I will also make comments on their blogs and encourage students to comment on one anothers. This checklist will be included in their participation portion of the class. **(Evaluate)** 6. For each blog I would like them to include a link to a song **(Musical)**, picture **(Visual)**, or movie clip **(Visual)** that relates to their blog in some way and explain why. **(Tailor)** 7. Students will be able to describe the components that make up the strucuture of the text within each chapter. Product: Blog. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the various components the contribute to the text are important to the understanding of the text as a whole. **(Where)** This is to make sure that no student gets behind in the reading, and that they can interpret the text in their own way and hear what their peers have to say as well. **(Why)** Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the readers response. **(What)**
 * Verbal:** The students will write a blog for each chapter to the book and then share it with the class.
 * Logical:** Using the graphic organizer to chape their blogs, the graphic organizer involves using a process to evaluate the chapter.
 * Interpersonal:** The blogs will be shared in class.
 * Intrapersonal:** Each group will have a leader who will report out to the class.
 * Visual:** The Five w"s chart is a visual way to compile their thoughts to create their blogs.

9. Make a [|Wordle] based on your chapter blog that you are using for comparison .**(Hook)** 10. Students will know who the narrator is and their role in the novel, character portrayal, location, themes, and conflicts. **(Equip)** Graphic Organizer: Venn Diagram to find similarties and differences between Fever, 1793 and other books read and the themes included in them. **(Explore)** Cooperative Groups: Think-Pair-Share where they will work alone, share their ideas with partners and report back to the class.**(Experience)** 11. The class will share their ideas to one another **(Rethink)**, and can contiuously add to the wikispace.**(Revise)** 12. I will check the wikispace often to see who has added what to the list of similar books and their reasons behind the similarities. They will provide explanations for changes in the history portion of the wiki. This will be part of their participation grade.**(Evaluate)** 13. The wiki will turn into a compilation of related books and websites/resources **(Visual, Musical)** relating to them. **(Tailor)** 14. Students will be able to compare how similar themes are presented in different works similar to Fever, 1793. Product: Wikispace. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that literary devices and themes are used to create meaning in the text and contribute to the way a text can be interpreted. **(Where)** Themes are important to find within an authors works, it is interesting to see how similar the structure of some novels may be. Also if they enjoyed this book this activity will provide them with more ideas on what books to read. **(Why)** Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the readers response. **(What)**
 * Verbal:** There will be a class discussion held at the end of the think-pair-share.
 * Logical:** Using the graphic organizer to peice together their ideas.
 * Interpersonal:** They group together to share their ideas.
 * Visual:** The venn diagram is a visual representation of their ideas which will later be applied to the wikispace.
 * Intrapersonal:** Each group will have a leader who will report out to the class.

16. [|Literary Terms Word Search]**(Hook)** 17. Students will know how to recognize literary devices used in the text and how they contribute to the way a text can be interpreted. **(Equip)** Graphic Organizer: Ice Cream cone where they write the literary device on the cone and use the scoops to write the definition, include the scntence from the book it's included in and how it contributes to the rest of the book. **(Explore)** Cooperative Groups: Partners where they will complete the project being divided up into four groups and then will present their product to the class on their individual literary devices. 18. This will be a group project so throughout the process they will all be including their input to contribute to the final product on Garageband so they can constantly critque each others ideas and build off of them **(Revise).** They will continue to record their commercials using the best selections to create the end product **(Rehearse).** They will then get feedback from their classmates when they present their final products where they can use this feedback for their personal evaluations on how the project went as a group **(Refine).** 19. There will be a teacher / student rubric where each team memeber will fill out the student portion of the rubric before I grade it myself. They will also fill out a short answer questionaire of how they worked as a group and how they felt about the project as a whole which I will base individual scores on. **(Evaluate)** 20. This project involves with working together as a group **(Interpersonal),** but contributing individual ideas a roles that they can build off of **(Intrapersonal).** In the project they will need to include music and have the option of creating a movie clip **(Kinesthetic / Visual)** to go along with their Garageband clip, the possibilities are endless as to how they could advertise for a literary device, they may incorporate nature **(Naturalist)** or pictures **(Visual)** in some way. **(Tailor)** 21. Students will be able to make sense of literary devices in the text. Product: Garageband. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that literary devices and themes are used to create meaning in the text and contribute to the way a text can be interpreted. **(Where) (Why)** Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the readers response. **(What)**

23. Creating an outline of events on Inspiration **(Hook)** 24. Students will know who the narrator is and their role in the novel, character portrayal, location, themes, and conflicts. **(Equip)** Graphic Organizer: Time line where they will jot down time and events on paper and will the incoproate them onto their timeline in Inspiration. **(Explore)** Cooperative Groups: Jig Saw where each student from a group will be assigned certain chapters with which they need to find the most important details to contribute to the timeline. **(Experience)** 25. The project involves first drafting ideas on the graphic organizer and then complieing each students final events to the larger timeline on Inspiration **(Rethink).** As a group they will edit each others drafts before putting them onto the program **(Revise).** 26. Each students graphic organizer is going to be their own thoughts and ideas **(Intrapersonal),** but will then compile all group members timelines onto inspiration **(Interpersonal).** Before they put the drafts onto the computer each group will edit each others graphic organizer and provide feedback **(Verbal).** On inspiration they will be rncouraged to include pictures and images relating to points on the timeline **(Visual).** They will then have to present their end products with the class **(Verbal).** 27. A check list will be used by myself to make sure that each group does not miss any vital events that should be on the timeline **(Evaluate).** 28. Students will be able to design a timeline of events according to Fever, 1793. Product: Inspiration. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that a characters portrayal and time of events associated with them are important aspects of the book that need to be analyzed. **(Where)** The purpose of the Inspiration timeline project is to peice together all the important facts within the book in a more oderly fashions so that any confusion as to when something happened is eliminated. **(Why)** Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the readers response. **(What)**

30. [|Characters, Setting, Plot] **(Hook)** 31. Students will know who the narrator is and their role in the novel, character portrayal, location, themes, and conflicts. **(Equip)** Graphic Organizer: Spider Man where not only does this graphic organizer fit the theme of the assigment well but will help students to create their own storyline of their own comic strip. **(Explore)** Cooperative Groups: Three-Step Interview where they will share their ideas for their individual comic strips and get feedback and ideas from one another. **(Experience)** 32. The cooperative group activity will allow students to share their ideas and plans for their comic strip **(Rethink)** and discuss the plot, characters, and conflicts together so that they may use each others advice and crtiques to better their understanding to create the comic strip **(Revise).**They will continue their class time working on the comics individually making any changes based on the previous activity. **(Refine)** 33. Each student will be given a student / teacher rubric to fill out after completeing and prsenting ther comic strip, I will then fill out the rubric myself. They will also answer a few questions on how the project went for them. **(Evaluate)** 34. This project is an individual project where they interpret their understanding of the text into a comic strip (Interpersonal). The graphic organizer used to organize their thoughts on plot, characters, and conflicts will help them to get started **(Logical).** They will have a chance to disucss and share their ideas with a group of classmates **(Interpersonal).** The end product will have to be presented in a powerpoint prsentation **(Visual).** They will then answer any questions posed by the class **(Verbal).** **(Tailor)** 35. Students will be able to self-assess how to interpret the text focusing on plot, conflicts, and character portrayal. Product: comiclife. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that the various components the contribute to the text are important to the understanding of the text as a whole. **(Where)** This assignment involves creating a comiclife strip based on the plot, characters, and conflicts from Fever, 1793 and using their own characters in this same scenerio to show their own understanding of the text. **(Why)** Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the readers response. **(What)**

37. Check out this [|website] for some tips before making your movie. **(Hook)** 38. Students will know who the narrator is and their role in the novel, character portrayal, location, themes, and conflicts. **(Equip)** Graphic Organizer: Story Map is used to map out ideas such as location and characters in scenes before writing the script. **(Explore)** Cooperative Groups: Jig Saw certain groups will be determined to complete the project together. Indvidual students will have an assigned role (camre operator, reporter, actor) but will contribute to the making of the movie clip equally. **(Experience)** 39. The graphic organizer allows them to write their own ideas down and then as a group determine which ideas will be used to contribute to the project **(Rethink)** The will write the script and before starting the movie clip it needs to be approved by me and will have to be fixed for any changes after I look at it. **(Revise)** They will then begin record their reporter clip and will take as many takes as is needed **(Rehearse).** They will then take all their clips and edit them to put the entire movie clip together **(Refine).** 40. They will be evaluated based on a media rubric and oral rubric. Also they will answer questions about their teamwork together. **(Evaluate).** 41. The story map allows the students to jot down their ideas on what scene they may want to choose and details from that scene **(Logical)**. Each designated role will contribute to the making of the movie **(Interpersonal)** and they will have to discuss the script together and any movements on scene **(Verbal).** They will need to incorporate appropriate music into the movie clip **(Music)** and are encourage to complete a scene outside **(Kinesthetic).** 42. Studnets will be able to assume the role of a character in the novel. Product: iMovie. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the readers response. **(What)**

2004 ASCD and Grant Wiggins and Jay McTighe