S3+Barton+Lindsey

=Stage 3 Plan Learning Experiences and Instruction=


 * 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:**
 * Logical:**
 * Kinesthetic:**
 * Visual:**
 * Naturalist:**
 * Intrapersonal:**
 * Interpersonal:**
 * Musical:**
 * 7. (O)** **Organize** (Students will be able to ...) and Product:

=Lesson 1= 2. A short Depression era movie will be shown to set the stage to discuss settings (**hook**). 3. Students will know the the way irony and tone play a role (**equip**). They will use the "Story Map 1" graphic organizer (**explore**). They will meet in their think-pair-share groups in order to discuss and build comprehension of this concept through creating a brochure (**experience**). 4. As a group we will discuss the importance of setting (**rethink**). Examine student involvement as they work alone, in groups, and as a class. Work to involve all students (**refine**). Review student work and give feedback, then encourage students to think deeper about the topics (**revise**). 5. In order to ensure that students understand the purpose of the lesson and are successful in their learning, I will hold structured interviews with each student. We will work through a checklist together to ensure that all parts are present (**evaluate**). 6. Incorporating MI 7. Students will be able to identify and describe settings and characters. Product: Use Comic Life to develop a brochure advertising prosperity in California in order to recognize the impact of setting (**Organize**). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that setting plays a large role in "The Grapes of Wrath". Setting determines the behavior of the characters as well as the mood of the text (**where**). This relates to real life because students are able to demonstrate evidence showing their understanding of the text as well as how setting impacts character (**why**). //MLR: Students read text within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions// (**what**).
 * Verbal:** Discuss as a whole group as well as in think-pair-share groups. Put together a brochure using careful wording to demonstrate the tone.
 * Logical:** Contemplate wording. Are families being misled or was the promise of work accurate?
 * Kinesthetic:** Moving around the room to work with partners as well as presenting to the class.
 * Visual:** Create a visually appealing brochure to draw workers to California.
 * Naturalist:** Incorporate images of the impact upon land in the video.
 * Intrapersonal:** Students will reflect before going to work in groups. All students will list ideas before going to work in groups and collaborating between ideas.
 * Interpersonal:** Think-pair-share group. Once each student has come up with his/her own idea, they will share the idea with their partner then create an effective idea together.
 * Musical:** Music playing in the background to set the atmosphere for the state of mind (**tailor**).

9. Music of the time period will be played at the beginning of the class, then students will look at lyrics from the song and evaluate how wording impacts the significance of the song (**hook**). 10. Daily discussions as well as group work will be done each day to work toward a better understanding of the material (**equip**). Students will use a Word Web 2 to organize vocabulary as well as symbolism. By using this graphic organizer, they will be able to write out the importance of each word or symbol and the way it impacts the story (**explore**). Students will use the three minute review to evaluate their work and consider where improvements may be made (**experience**). 11. Students will use Inspiration software to create an interactive graphic organizer. Students will define the vocabulary using Inspiration and include a brief analysis of the symbolism and its importance (**rethink**). I will read the graphic organizers and evaluate the definitions and analysis before providing students with feedback (**refine**). Students will then correct edits and incorporate these to their Inspiration software (**revise**). 12. Along with keeping using a graphic organizer, students will also use Inspiration to organize their thoughts. They will then work with others to consult and work toward further exploration of all vocabulary and symbolism (**evaluate**). 13. Incorporating MI 14. Students will gain a deeper understanding of the role vocabulary and symbolism play within the text. Product: Use Wikispaces to create an interactive "Grapes of Wrath" dictionary with key terms and symbolism (**organize**). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will master vocabulary and symbolism seen within the novel so they are capable of recognizing the role each of these plays in conveying important messages in the novel (**where**). This relates to real life as students will create their own resource to reflect upon when struggling with vocabulary or symbolism, and the wiki will allow them to access the information at all times while at the same time encouraging collaboration between students(**why**). //MLR: Students read text within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions// (**what**).
 * Verbal**: Students will explore language through PicLib, and create effective manners of understanding key language within the novel.
 * Logic**: Logical reapplication. Consider the larger meaning of an otherwise insignificant object and contemplate if it is intended to convey a larger meaning.
 * Visual**: Both the Wiki and the blogs are interactive, visual tools. Make them visually appealing and reflective of personality.
 * Kinesthetic**: Moving around the room to work to hold group discussions as well as using computers as resources.
 * Musical**: Listen to and evaluate music of the time. Consider the way lyrics play a role and what symbolism these lyrics might work to convey.
 * Interpersonal**: Group work as well as class discussions.
 * Intrapersonal**: Students will think, reflect and reason through their blogs as well as during time before group work (**tailor**).

16. There will be pictures and quotes hung around the room and taped to the desks of the students. After observing the picture and quote posted on their own desk, they will move around the room and observe other posted pictures, then meet with a partner and discuss why each picture or quote is powerful and conveys such meaning (**hook**). 17. Students will be able to retell the sequence of events while focusing on individual characters and their development (**equip**). Students will use a sequence chart to organize the sequence of events, while at the same time recognizing the importance of each events as well as what effect it may have caused in the story (**explore**). Students will use the numbered heads together to discuss progress as well as make suggestions to one another (**experience**). 18. After students view the pictures and quotes from their hook activity, they will talk in groups then come together as a class and discuss the value of each picture or quote. This will enable them to gain a deeper understanding of what they are working toward (**rethink**). Students will hand in a paper draft of their scrapbook, outlining the way in which they will place pictures and passages. I will offer feedback and suggestions to help students to make a stronger product (**refine**). Students will go back and edit their entires and formulate stronger pages (**revise**). 19. Students will assess their own work in addition to meeting with peers and myself. They will consider whether or not their photos and passages are strong enough to convey the importance of their message (**evaluate**). 20. Incorporating MI 21. Students will be able to evaluate and reconstruct sequences within the novel while considering essential questions. Product: Students will create an interactive scrapbook using Comic Life to retell the sequence of events (**organize**). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will reconsider the sequence of events seen within the text and consider essential questions addressed throughout the Joads journey (**where**). This relates to real life as it will help students to consider the text from the perspective of the Joads while at the same time providing an ever present interactive resource to both themselves and their classmates (**why**). //MLR: Students read text within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions// (**what**).
 * Verbal**: Evaluate passages and consider how they play an important role in the sequence of events.
 * Logical**: Students will reapply events in a manner which allows for deeper understanding.
 * Visual**: Use images from the depression to create a scrapbook representing the Joads and their struggle.
 * Kinesthetic**: Students will move around the room to examine images and passages, then meet with groups to discuss the impact of both images and passages.
 * Naturalist**: Consider images of the land they must pass over. Focus upon their fields covered in dust and the rotting fruit at the end of their journey.
 * Interpersonal**: Students will work in their Numbered Heads Together groups and then come together to discuss as a class.
 * Intrapersonal**: Students will consider the photos and passages individually before going on to work in groups (**tailor**).

23. We will watch a clip from the "Grapes of Wrath" movie as the family enters California. Students will use this as a starting point to begin their own iMovie (**hook**). 24. Students will evaluate the way in which setting and situation impact a character's motivations by putting themselves into the role of the character they are focusing on (**equip**). They will use the Goal-Reason web to assess character motivation and the reasoning behind character actions (**explore**). They will use Round Robin as their collaborative learning group (**experience**). 25. Students will create a script and assess whether the script is compatible with the novel as well as whether it is capable of conveying complete character development (**rethink**). They will meet with me and discuss what they believe is the strongest portion of their script as well as what they feel needs work (**refine**). We will continue to work towards a strong final result and I will offer suggestions (**revise**). 26. Students will use their scripts and rehearse with their round-robin groups. They will be able to evaluate the strong portions of their product (**evaluate**). 27. Incorporating MI 28. Students will be recognize the impact of settings and situations upon the motivations and feelings of the characters. Product: Students will write a script then create an iMovie which creates a logical continuance of one character's story (**organize**). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will consider the situation, setting, and a character's motivations and feelings to determine the causes of that character's actions (**where**). This relates to real life because students are able to further consider character development and interest, as well as the way that setting impacts characters (**why**). //MLR: Students read text within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions// (**what**).
 * Verbal**: Students create a script which conveys character development. They will meet with classmates to collaborate along the way.
 * Logic**: Students will use evidence previously collected throughout the text to rationalize and decide a logical character course of action.
 * Visual**: Students will view a portion of the original movie made to represent the "Grapes of Wrath", then they will create an iMovie to show the future of a member of the Joad family.
 * Kinesthetic**: Students will not only be moving around the room as they collaborate with peers, but they also will be acting out their film.
 * Naturalist**: Students will be working both inside and outside to complete their acting and filming.
 * Musical**: Students may incorporate music of the time period to enhance the authenticity of their iMovie.
 * Interpersonal**: Students will reflect individually upon a logical continuance of the text, then create a movie.
 * Intrapersonal**: Students will work with their Round Robin groups before discussing their ideas with the rest of the class (**tailor**).

30. We will listen to audio clips from the depression era in order to gain an understanding of concerns held at the time (**hook**). 31. Students will use their radio broadcasts as a means of tracing historical events seen within the novel and reapplying the information from a different perspective (**equip**). They will use the Time Line graphic organizer to keep track of the order of events and therefore understand the way in which each fits in place in a broadcast (**explore**). They will work in team-pair-solo groups to collaborate as a group, then in a smaller group, then consider alone (**experience**). 32. Students will create their Time Line graphic, then match important events which could become a single radio show broadcast. From here they will work in their groups to research and develop one of three shows (**rethink**). They will then hand in their graphic as well as the accompanying script for the first of their shows. After I have evaluated the script, they will go on to record the first and continue developing the others (**refine**). After the first of their shows is recorded, I will listen and evaluate and we will continue to revise together before they continue on to future radio shows (**revise**). 33. The first of their radio shows will work as a starting point from which students may improve future radio shows. After creating the first broadcast, they will reevaluate the show and work from there to create future broadcasts (**evaluate**). 34. Integrating MI 35. Students will be able to use before, during, and after reading strategies to deepen their understanding of the author's meaning. Product: Students will create a series of Garage Band broadcasts discussing the economic status throughout the depression (**organize**). || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will answer questions about information found directly in the text (**where**). This applies to real life as students will take on an outside perspective and describe the migration of Americans as they are forced to the move west (**why**). //MLR: Students read text within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions// (**what**).
 * Verbal**: Students will create a radio broadcast using Garage Band.
 * Logic**: Students will evaluate the situation of the "Okies" from an outside perspective. They will reapply information from the perspective of an onlooker rather than from the perspective of a family member.
 * Musical**: Students will use music appropriate to the time period to enhance the authenticity of their broadcasts.
 * Kinesthetic**: Students will move around the room as they collaborate as one another.
 * Interpersonal**: Students will brainstorm and contemplate the most realistic method of creating broadcasts before going on to work in pairs.
 * Intrapersonal**: Students will work in pairs to complete their broadcasts. In pairs, they will collaborate and decide which moments are most important, then work together to create broadcasts (**tailor**).

37. I will post passages around the room representing both symbolism and key moments within the text, and students will break into groups of five in order to discuss and then create an artistic representation of their symbol or key moment. They will then present their representation to the class and discuss why they see it in the way they do (**hook**). 38. Students will develop their artistic depiction into a brief skit representing the significance of what otherwise may be considered an insignificant moment within the text. They will use thorough reading strategies in order to convey and explain the symbol or event to classmates (**equip**). Students will use a Fact and Opinion chart in order to list first the obvious, clear ideas conveyed through the symbol, and then to go on and reexamine ideas that may appear less clear (**explore**). Their cooperative group will be a jigsaw (**experience**). 39. Students will work in their collaborative groups to formulate an artistic interpretation. After creating their art work, students will then blog as they examine the deeper aspects of their concept, thus contemplating possible larger ideas (**rethink**). I will look over their blogs and graphic organizer and help them to examine an aspect not seen during their first analysis (**refine**). Students will begin creating their script in order to understand whether they are conveying the meaning they wish to convey (**revise**). 40. Students will contemplate their graphic organizer, blogs, and initial script before beginning work within their group in order to collaborate and build a strong skit (**evaluate**). 41. Incorporating MI 42. Students will use before, during, and after reading strategies to evaluate symbolism and then reapply it to create deeper meaning. Product: Students will record their personal interpretation skit using iMovie (**organize**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will use a flexible range of before, during, and after reading strategies to deepen understanding of the author's meaning (**where**). This relates to real life as students will be able to create their own interpretation of a crucial event within the novel. They may choose either an event or a symbol to represent through their skit without being told what to consider crucial (**why**). //MLR: Students read text within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions// (**what**).
 * Verbal**: Verbal will be incorporated during group work as well as while creating their script and acting out their skit.
 * Visual**: They will first create a visual representation of their symbol or event, then record their skit using iMovie.
 * Logic**: Students will examine the deeper meaning of symbolism within the text and contemplate various ways in which it may impact the text if considered differently.
 * Kinesthetic**: Students will be moving around the room collaborating with peers, then acting out their skit using iMovie.
 * Naturalist**: Students can use the natural world to convey the meaning behind the symbolism.
 * Interpersonal**: After meeting in groups, students will create their graphic organizers and blogs to work on individual thought development.
 * Intrapersonal**: Students will meet in groups and create their art work, then work together to create scripts and skits (**tailor**).

2004 ASCD and Grant Wiggins and Jay McTighe