S3+Cole+Sara

=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.Bring in munchkins and play guessing game of what we are reading (**Hook**). 3. Students will know: vocabulary: symbolism, theme, characterizations, and important events and people: key characters, events and conflicts (**Equipment**). Story Map graphic organizer (**Explore**) students go on scavenger hunt in groups of 4 on TWO of the content aspects, and come back to teach the class about their area (**Experience**). 4.Class discussion about symbols, themes, characterization in movies (**Rethink**). Have students write a short story on blogs that contain a symbol, and receive feedback about their blogs. (**Refine**). Students will complete a self assessment checklist about their knowledge of symbols, themes, and characterizations (**Reflect**). 5.Students will write a blog entry one a symbol in the novel, and comment on at least 2 other blogs (**Evaluate**). 6.**-Verbal:** Stadents will engage in class discussions. Intrapersonal:** Students complete a self assessment of their knowledge of symbols, themes, and characterizations. 7.Students will be able to explain how the author uses writing style, symbolism, and literary devices to convey thematic meaning. Product: Blog entry on a recurring symbol in the novel. Students will then comment on at least 2 other blogs (**Organize**). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that there are different symbols and characterizations that are key to the themes of the novel (**Where**). It will help students understand why authors write what they write (**Why**). Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions (**What**).
 * Logical:** Students will complete a story chart with a logical flow of details and events.
 * Kinesthetic:** Student groups are selected by selecting a card from a 'deck of cards' each corner of the room is a different suit and there will be a giant paper on the wall students then write down the information about their content areas.
 * Visual:** The pieces of paper on the wall and the story chart provide visuals.
 * Naturalist:
 * Interpersonal:** Students will work in groups.
 * Musical:**

9. YouTube clip of //Wicked// http://www.youtube.com/watch?v=3g4ekwTd6Ig&feature=PlayList&p=0B3BFBA4563B89F5&playnext=1&playnext_from=PL&index=60 (**Hook**). 10.Students will know critical details: How to analyze and recognize important textual details (**Equipment)**. Students will use a T-chart to chart the themes (**Explore**). Think-Pair-Share (**Experience**). 11.Students will discuss important themes and how they can be applied to other literature they know (**Rethink**). Students will make a blog post about one theme present in the novel and will receive feedback on blogs (**Refine**). Students will reflect upon explicit or implied symbols and themes and present one real world example at the end of the blog (**Reflect**). 12.Students will write a blog about an important theme and comment on at least 2 other blogs. (**Evaluate**) 13. **Verbal:** Students will participate in class discussions 14.Students will evaluate the theme/themes whether implied or explicitly stated in a literary text: Product: Blog entry on a theme key to the novel. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand there are multiple interwoven themes and conflicts found in: //Wicked// (**Where**). Students will encounter implied and explicit symbols in life, ex. facial expressions (**Why**). Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions (**What**).
 * Logical:** Students will use graphic organizers to organize their ideas.
 * Kinesthetic:**
 * Visual:** Students will watch a YouTube clip of //Wicked: The Musical//.
 * Naturalist:** Students will select groups by selecting their favorite season
 * Intrapersonal:** Students will write a blog entry by themselves.
 * Interpersonal:** Students will work in groups.
 * Musical:** Students will watch a video clip of //Wicked: The Musical.//

16. YouTube http://www.youtube.com/watch?v=caDHnF7Nrdo&feature=related (**Hook)**. 17.Students will know important events and people: key characters, events, and conflicts present in the novel (**Equipment).** Storyboard will be used to create a comic life of a symbol present in the novel. (**Explore).** Students will work on comic life in groups of three (**Experience).** 18. Students will create a comic of an important symbol in the book (**Rethink).** Students will give feedback on group comics and be able to revise to improve their product (**Refine).** Students will write a blog entry about why they chose the symbol for their comic lives and how the group worked together **(Reflect).** 19. Students will create a comic life about a symbol present in the novel. Which will be used for assessment. (**Evaluate).** 20.**Verbal:** Comic life creation will entail group communication. Visual:** Comic life is a visual form of technology. 21. Students will be able to analyze symbols present in the novel. Product: Comic life (**Organize).** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that there are different symbols and characterizations that are key the themes of the novel (**Where).** In the world students will encounter many forms of literature and many pieces of literature are based around a central theme or symbols, and students should be able to identify these themes and symbols no matter what they are reading (**Why)**. Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions (**What**).
 * Logical:** Students will create a logical 'story-like' progression in their comic lives.
 * Kinesthetic:
 * Naturalist:** There are many natural symbols in the novel, students will have a chance to choose these and use pictures from nature.
 * Intrapersonal:** Students will reflect in blogs upon their group work and symbolic exploration.
 * Interpersonal:** Students will work in groups to create their comic lives.
 * Musical:** I will play music from the "//Wicked//" soundtrack in the background.

23. I will come in dressed as Dorothy from the //Wizard Of Oz// with //Somewhere Over the Rainbow// playing **(Hook).** 24. Students will know: critical details: How to analyze and recognize important textual details (**Equipment).** Students will fill in a venn diagram highlighting the key differences between the novel and the classic movie (**Explore).** Students will use round-robin brainstorming in groups of 3 to brainstorm which differences to include in radio podcast (**Experience).** 25. Students will be asked to compare the classic movie: //Wizard Of Oz// to //Wicked. (//**Rethink).** Students will then be asked to create a radio show podcast about the differences in the two stories (**Refine).** Students will create a corresponding blog entry about the differences between the novel and the classic movie, and comment on at least 2 other blogs. (**Reflect).** 26. Students will create a radio podcast and a corresponding blog about key differences between //Wicked// and //The Wizard Of Oz// **(Evaluate).** 27.**Verbal:** Students will be watching a movie and discussing differences between the movie and //Wicked//. Visual:** Students will watch a movie. 28. Students will be able to consider recurring themes and conflicts. Product: radio show podcast and corresponding blog about key thematic differences between //Wicked// and //The Wizard Of Oz (//**Organize).** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand there are multiple interwoven themes and conflicts found in: //Wicked// (**Where**). Life is based around 'conflict' and conflict resolution, the themes present in the novel can be applied to real world conflicts such as political upheaval and animal rights. **(Why)**. Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions (**What**).
 * Logical:** Students will look for patterns in the differences between //Wicked// and //The Wizard Of Oz.//
 * Kinesthetic:
 * Naturalist:** Much of the movie is set among natural elements.
 * Intrapersonal:** Students will reflect upon differences between the novel and the film in their personal class blogs.
 * Interpersonal:** Students will work in groups to create a radio show podcast.
 * Musical:** Students will be watching //The Wizard Of Oz// which is a musical.

30. I will do a GoogleEarth demo(**Hook).** 31.Students will know: critical details: How to analyze and recognize important textual details (**Equipment)**. Students will use an ISP chart to organize quotes that are key to the understanding of the novel (**Explore).** Students will use jigsaw to become familiar with key themes of the novel and find text indicating their importance. Team will be responsible for a group of 5 chapters (**Experience).** 32. Students will take key text and create a map of key areas in Oz that can correspond with real world places (Washington DC = Emerald City) and use the text to describe the importance of the areas **(Rethink).** Students will evaluate the other presentations and comment on what they themselves can improve on (**Refine).** Students will comment on a key area in Oz in their personal blogs (**Reflect).** 33. Student's knowledge of the importance of textual support will be showcased in a class discussion and assessed through a GoogleEarth presentation **(Evaluate).** 34.**Verbal:** Students will participate in a class discussion about textual support and key symbols/ themes in the novel. 35. Students will be able to use text to support assertions. Product: GoogleEarth map that connects real world places to Oz places using text as evidence for choices. (**Organize**). || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that text can be used to support assertions concerning: themes, conflicts, and symbols **(Where).** When people . make assertions they need to be able to back them up with appropriate evidence (**Why).** Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions (**What**).
 * Logical:** Text can be logically applied to support assertion.
 * Kinesthetic:** Students will move around the classroom for the jigsaw activity.
 * Visual:** GoogleEarth will be used to give a visual for places in Oz.
 * Naturalist:** The use of GoogleEarth and its inclusion of natural elements will appleal to the naturalist.
 * Intrapersonal:** Students will reflect upon key areas of Oz in their personal blogs.
 * Interpersonal:** Students will work in groups to create their GoogleEarth products.
 * Musical:**

37. Show students a webquest (**Hook).** 38. Students will know: critical details: How to analyze and recognize important textual details (**Equipment).** Students will use a four column chart to organize important textual details **(Explore).** Students will be placed in teams of three (through musical cards) in order to create a comic life or radio review (**Experience).** 39. Students will take a passage from the novel and either review/ critique it for a radio show or turn it into a comic life (**Rethink).** Students will be asked to be reviewers for the radio show or comic life and provide constructive feedback (**Refine).** Students will write about the importance of textual support in their blogs (**Reflect).** 40. Students knowledge ot textual detail will be assessed through their radio review/ comic life. 41.**Verbal:** Students are analyzing text. Visual:** Students can use comic life which is a visual art tool. Intrapersonal:** Students have the opportunity to reflect upon text in blog. 42. Students will be able to recognize important textual nuances and details needed to support assertions. Product: radio show or comic life ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that text can be used to support assertions concerning: themes, conflicts, and symbols **(Where).** Students need to look closely at text like maps and instructions in the real world (**Why).** Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions (**What**).
 * Logical:** Students must provide a logical argument based on text.
 * Kinesthetic:
 * Naturalist:
 * Interpersonal:** Students will work in groups to create their radio show/ comic life.
 * Musical:** Students will have the opportunity to use music in their radio show (should they choose to do a radio show).

2004 ASCD and Grant Wiggins and Jay McTighe