S3+Terrill+Danielle

=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. http://www.youtube.com/watch?v=jDUhDV-72S0 Youtube video on tone and mood words **(Hook)**. 3.Students will know the author's philosophy behind The Fountainhead (**Equip**). Graphic Organizer: Students will use the Cluster Web2 from the website www.eduplace.com/graphicorganizers to organize their thoughts on tone and their examples. (**Explore**). Cooperative groups: Numbered Heads Together. I will randomly break the students up into four groups by sending them to the east, west, south and north corners of the room (**Experience**). 4.I will join the class discussion on the author's tone to ask probing questions of the students to help them think about The Fountainhead. They can then rethink their thoughts on tone and on the project (**Rethink**). I will also review the iMovie with them in a one on one conference to suggest changes before the final project is due (**Revisions**). The students will then make any final changes they feel will improve their video (**Refine**). 5.Students will self assess their learning by grading their own iMovie on the rubric I will provide for it. They will also answer the questions "What did you learn?" "How hard was this project? What was the most difficult? The easiest?" "Are you happy with your project? Why?" **(Evaluate)** 6. **MI's** 7.Students will be able to be aware of the author's tone and how it conveys the purpose of __The Fountainhead__. Products: iMovie (**Organize**) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Student will understand that the author's tone conveys the purpose of __The Fountainhead__ (**Where**). It connects to real life because understanding a writer's tone helps figure out the meaning of the writing (**Why**). //MLR: Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**).
 * Verbal**: Discuss in groups the author's tone.
 * Logical**: Filling in the cluster web with examples of the author's tone.
 * Kinesthetic**: What movement reminds you of the author's tone when describing man? Nature? Buildings?
 * Visual**: The graphic organizer will be filled in with words that describe the tone best to the student and then examples from the text to show visually how it relates.
 * Naturalist**: Discussing the authors tone when discussing nature vs man vs buildings.
 * Intrapersonal**: Fill the chart in individually before taking it to the groups.
 * Interpersonal**: In groups share the graphic organizers and fill in one that represents all of the individual organizers.
 * Musical**: Discussing what music best reflects the author's tone.(**Tailor**)

9. Ask the class about character's motivations. "Why does Howard get kicked out of school?" "Why does Peter take advantage of one of his co-workers?". This will start conversations about character motivations and start them thinking **(Hook)**. 10. Students will know the character conflicts and Ayn Rand's philosophy **(Equip)**. Graphic organizer: Students will use the 5W's organizer from the website www.eduplace.com/graphicorganizer/pdf/5ws.pdf **(Explore)**. Cooperative groups: Three step-interview **(Experience)**. 11. After each journal entry I will make comments **(Rethink)**, allow students to make any changes they want **(Revise)** and then grade the entries. 12. The blogs themselves will be part of the self- assessment. They will allow the students to watch the progress of the characters **(Evaluate)**. 13. **MI's** 14. Students will relate to the internal and external conflicts of the character's. Products: Blogs **(Organize)**. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the internal and external conflicts of the characters displays Ayn Rand's philosophy **(Where)**. The philosophy is about independence which is very important to teenagers, which is how it relates to real life **(Why)**. //MLR: Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**).
 * Verbal:** Writing the blogs.
 * Logical:** Filling in the graphic organizer with examples of conflicts that best show pieces of Ayn Rand's philosophy.
 * Kinesthetic:** Acting out parts of the book, specifically spots where character's come in conflict with each other.
 * Visual:** What color does each character remind you of?
 * Naturalist:** What does Ayn Rand's philosophy say about nature and it's treatment according to her novel?
 * Intrapersonal:** The blogs will be written individually from the character's point of view.
 * Interpersonal:** Sharing the blogs with classmates in groups and taking turns interviewing the "characters".
 * Musical:** If you were designing the music for the movie, The Fountainhead, what song would play when each of the major character's made their entrance? **(Tailor).**

16. Read my own examples of a rewritten section from The Fountainhead **(Hook)**. 17.Students will know the author's philosophy behind The Fountainhead (**Equip**). Graphic organizer: The planning organizer from www.eduplace.com/graphicorganizer/pdf/planning.pdf **(Explore)**. Cooperative Groups: Jigsaw **(Experience)**. 18. Before beginning to write students will meet with each other to discuss what section of the book they think they would like to rewrite and how they will do so **(Rethink)**. They will write a rough draft of their section and share in small groups for ideas **(Revise)**. After making some revisions they will pass it in to me. I will look it over, make comments and then hand it back to them to do more revisions before posting **(Refine)**. 19. After posting the section they rewrite on the blog they will write a comment reflecting on what they learned from the experience and how well they think they did **(Evaluate)**. 20.**MI's** 21. Students will determine the effects of the common literary devices on the style and tone of a literary text. Products: Blog **(Organize)**. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Student will understand that the author's tone conveys the purpose of __The Fountainhead__ (**Where**). It connects to real life because understanding a writer's tone helps figure out the meaning of the writing (**Why**). //MLR: Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**).
 * Verbal:** Rewriting a part of the book in another tone. Discussing their ideas on what section they would like to rewrite.
 * Logical:**
 * Kinesthetic:** Using the body movements they came up with from the first lesson to think of words that represent the author's tone and words that would be opposite or different from the tone.
 * Visual:**
 * Naturalist:** Picking a scene where the author describes nature and changing the tone used.
 * Intrapersonal:** Having the chance to write the section by themselves.
 * Interpersonal:** Discussing each other's rewritten sections in groups.
 * Musical:** Using music in the rewrite to help create a different tone or having a song playing on the blog with the rewritten section of The Fountainhead. **(Tailor).**

23. 24.Students will know the character conflicts and Ayn Rand's philosophy **(Equip).** Graphic organizer: The problem solving organizer from www.eduplace.com/graphicorganizer/pdf/probsol.pdf **(Explore)**. Cooperative Groups:RoundRobin brainstorming **(Experience)**. 25. Students wil practice arguing from both sides of all the conflicts by holding an in class debate (**Rehearse)**. After the debate students will be able to create an argument for one side of the argument **(Rethink)**. Then they will get into teams to create a radio ad arguing for one side of the conflict. Then after the radio ad is created they will have a chance to show it to their peers or to me for comments before the final grade is give **(Refine)**. 26. After the radio ads are created students will be able to self asses themselves on a piece of paper to be turned in to me with the radio ad. **(Evaluate)**. 27.**MI's** 28. Students will analyze the character's internal and external conflicts. Products: Garage Band **(Organize)**. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the internal and external conflicts of the characters displays Ayn Rand's philosophy **(Where)**. The philosophy is about independence which is very important to teenagers, which is how it relates to real life **(Why)**. //MLR: Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**).
 * Verbal:** debating both sides of the conflicts.
 * Logical:** Finding evidence to prove that their arguments are sound.
 * Kinesthetic:**
 * Visual:** Using the graphic organizer to make connections between what the characters are doing and why in order to prove that they are on the right side of the conflict.
 * Naturalist:** Letting the class debate at the end whether or not there is a conflict between any of characters and nature.
 * Intrapersonal:** After the debate jotting down a few ideas of their own about how to persuade someone that their side is correct.
 * Interpersonal:** Working with your team to create the radio ad.
 * Musical:** Adding the right music to compliment the radio ad. **(Tailor)**.

30. http://www.youtube.com/watch?v=0RVWejdFYU8 Show youtube video **(Hook)**. 31.Students will know the themes of The Fountainhead **(Equip)**. Graphic organizer: The persuasion organizer from www.eduplace.com/graphic organizer/pdf/persuasion.pdf **(Explore)**. Cooperative Groups: Think Pair Share **(Experience)**. 32. Students will first write a rough draft of their paper. They will conference with classmates on the content of the essay **(Rethink)**. They will then turn their paper in to me and I will leave comments for them on thinks to fix **(Revise)**. Then will then post it to a wiki page where their classmates will view it and give feedback in the discussion tab **(Refine)**. 33. After their meeting with their peers they will write a self assessment about what they will change. These will passed in to me with the changes they made. Then after they post the essay and it is graded they will assess themselves on how well they think they did again **(Evaluate)**. 34.**MI's** 35. Students will evaluate the theme or themes whether explicitly stated or implied in a literary text. Products: Wiki **(Organize)**. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that the themes of The Fountainhead are exemplified in Howard Roark **(Where)**. Figuring out the themes in this novel relates to real life because if you can understand the themes of what you are reading it is easier to figure out what it is about **(Why)**. //MLR: Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**).
 * Verbal:** Writing the essay.
 * Logical:** Using the graphic organizer to help organize the essay in a logical way.
 * Kinesthetic:**
 * Visual:** Adding pictures from the movie to the wiki page to enhance the essay.
 * Naturalist:** Writing the paper on whether or not nature is a theme in the novel.
 * Intrapersonal:** Writing the essay alone.
 * Interpersonal:** Sharing the essays in the groups for feedback.
 * Musical:** The youtube video is of different theme songs from movies. **(Tailor)**

37. I will come into the class dressed as Howard Roark to ask my students to create "my" autobiography for me **(Hook)**. 38. Students will know the themes of The Fountainhead **(Equip)**. Graphic Organizer: Timeline from www.eduplace.com/graphicorganizer/pdf/timeline.pdf (Explore). Cooperative Groups: Three Minute review 39. Students will first write a paper version of the biography and pass this in to me to leave comments on **(Revise)**. They will make changes and begin working on their power point. When it is done they will present the power point in small groups **(Rehearse)**. They will then have time to make changes before presenting the final one **(Refine)**. 40. Students will have to do one blog entry from Howard Roark's point of view as a way of self assessing how well they know the main character **(Evaluate)**. 41.**MI's** 42. Students will evaluate the theme or themes whether explicitly stated or implied in a literary text. Products: Power Point **(Organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the themes of The Fountainhead are exemplified in Howard Roark **(Where)**. Figuring out the themes in this novel relates to real life because if you can understand the themes of what you are reading it is easier to figure out what it is about **(Why)**. //MLR: Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions// (**What**).
 * Verbal:** Writing the first version of the biography.
 * Logical:** Following the logical sequence of events in Howard's life with the graphic organizer.
 * Kinesthetic:** Acting as a character from The Fountainhead or some fake writer while presenting the PowerPoint.
 * Visual:** Filling in the graphic organizer and the PowerPoint.
 * Naturalist:**
 * Intrapersonal:** Writing out te biography first.
 * Interpersonal:** Sharing the PowerPoint in groups.
 * Musical:** Adding music to corrspond with the powerpoint

2004 ASCD and Grant Wiggins and Jay McTighe