S3+Mayes,+Cidney

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist] (name of facet, explain, interpret, ect)*
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...(**Facet**), Product: Type II Technology, Number of Days (**Organize**):

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= **Verbal**: Students will have a lit. circle discussion about main characters and themes in //Othello//, using textual evidence to support their observations. **Logical**: Students will reason why it is important to use textual evidence when analyzing //Othello//. **Visual**:Students will use an ISP graphic organizer to support ideas with textual evidence. **Kinesthetic**: Students will respond to several key concepts about the text by moving to one side of the room if they agree, and to another side if they disagree. **Musical**: During journal writing, the teacher will play classical music for the students to listen to. **Intrapersonal**: Students will update their journals with their thoughts about characters and themes using textual evidence. **Interpersonal**:Students will work in partners to create their comic. **Naturalist**: Students will find pictures depicting the environments where they think the story is taking place to use in their comics. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that citing textual evidence is necessary to analyze //Othello.// (**Where**) //Key Ideas and Details// (**What**) Citing and analyzing skills can be used to form your own opinions and craft your own arguments, like why your parents should give you more allowance. (**Why**)
 * (H)**1.2 Students and teacher will read aloud the short story "Hecatommithi", from which //Othello// is based to demonstrate how Shakespeare took details from this story to craft his own. (**Hook**)
 * (E)**1.3 Students will know how to craft and argument and cite text. (**Equip**) Using an ISP (Information, Source, Page) graphic organizer, students will provide textual evidence to back claims. (**Explore**) In teams of two, students will work with Fall Partners and collaborate to create a Comic Life comic. (**Experience**)
 * (R)**1.4 Checking for Understanding Strategies: during instruction students will submit a note card where they complete the phrase "What's Still Confusing Me..." (**Rethink),** Student will self-assess using a checklist **(Rethink/Revise),** and teacher will provide feedback on Comics using a checklist. (**Revise**/**Refine**)
 * (E)**1.5 Formative Assessment - **Pre-Assessment:** Students will use a form of pre-assessment called an Anticipation Guide where they will respond to statements about key concepts in the unit before and after the unit has been taught. **Checking for Understanding**: "What's Still Confusing Me..." note cards, Fist-to-Five feedback **Timely Feedback:** teacher, checklist **(Evaluate**)
 * (T)**1.6 (**Tailor**)
 * (O)**1.7 Students will be able to evaluate what the text says explicitly as well as what the text infers. (**Interpret**) Product: Comic Life. Number of Days: 3-4 (**Organize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that multiple themes develop over the course of the text. (**Where**) //Key Ideas and Details// (**What**) The themes that appear in Shakespeare's //Othello// are enduring, and can be applied to our lives today. (**Why**)
 * (H)**2.2 We will begin class by watching the trailer for Tim Blake Nelson's film [|O] ,which is based on //Othello,// to show how themes are enduring, and how the idea for this film is based on textual evidence. (**Hook**)
 * (E)** 2.3 Students will know the vocabulary "theme", Heroism v. love", "jealousy", "appearance v. reality", "women and sexuality". (**Equip**) Students will use a Cluster/Web in a Team-Pair-Solo cooperative activity to share ideas. (**Explore**) In teams of 2, students will create a PhotoShow. (**Experience**)
 * (R)**2.4 Checking for Understanding Strategies during instruction: Students will reflect on themes using a Quick Write (**Rethink),** peers will give verbal feedback on PhotoShows **(Rethink/Revise),** teacher will give feedback via checklist on Photoshows **(Revise/Refine)**
 * (E)**2.5 Formative Assessment - **Checking for Understanding**: Quick Write **Timely Feedback:** peer, teacher, checklist **(Evaluate**)
 * (T)**2.6 (**Tailor**)
 * Verbal**: Students will discuss the connections in character and theme between O and //Othello.//
 * Logical**: Students will analyze how the themes from //Othello// were portrayed in the film adaptation.
 * Visual:** Students will find Creative Commons images that capture the themes from //Othello// to incorporate into their Bookr.
 * Intrapersonal:** Students will select a theme from //Othello// and reflect on how it relates to their own life.
 * Interpersonal:** Students will discuss how themes from //Othello// relate to their lives in groups**.**
 * Naturalist:** Students will find similarities in the environments described in the play and shown in the the film clip.
 * (O)**2.7 Students will be able to reflect on how themes are enduring and how they relate to their own lives. (**Self Knowledge**) Product: PhotoShow. Number of Days: 3 (**Organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that multiple themes develop over the course of the text. (**Where**) //Key Ideas and Details// (**What**) What would you do if you were in a situation of betrayal and jealousy like Othello? **(Why)**
 * (H)** 3.2 We will watch several clips from the film //O// that show key themes from the novel. (**Hook**)
 * (E)**3.3 Students will know the vocabulary "theme", Heroism v. love", "jealousy", "appearance v. reality", "women and sexuality" and the characters Desdemona, Othello, Iago, and Roderigo (**Equip**) Students will create a mind map after being grouped into Numbered Heads Together groups. (**Explore**) In teams of 2 or 3, students will create a web using Webspiration or Inspiration to connect key themes, details, and characters using their ideas from their mind maps. (**Experience**)
 * (R)**3.4 Checking for Understanding Strategies during instruction: students will create mind maps that connect the central themes and characters of //Othello//. (**Rethink),** Peers will give verbal feedback **(Rethink/Revise),** teacher will give feedback via checklist on their webs. (**Revise**/**Refine**)
 * (E)**3.5 Formative Assessment - **Checking for Understanding**: Mind Map **Timely Feedback:** teacher, checklist **(Evaluate**)
 * (T)**3.6 **(Tailor)**
 * Logical**: Students will analyze why certain details support themes and character development.
 * Visual**: Students will create a rough draft of their web on paper before using the digital Webspiration tool.
 * Kinesthetic**: Students will form a physical web about 1 key idea using their bodies.
 * Musical**: Students will record their ideas for their webs using audio recording software.
 * Intrapersonal**: Students will update their journals with their thoughts on how the themes are developing in the text, and make predictions for their outcomes.
 * Interpersonal**: Students will discuss ideas for their Webspirations in groups.
 * (O)**3.7 Students will be able to analyze the development of themes throughout the work (**Perspective**) Product: Webspiration. Number of Days: 2-3 **(Organize**) ||

.(**Equip**) Students will use a flow chart to form an argument about Shakespeare's choices as an author and use supporting evidence from the text to back claims (**Explore**) Students will create a persuasion map based on their ideas from the Webspiration activity in the previous lesson. (**Experience**) **Logical**: Students will find supporting details to back their thesis statements. **Verbal**: Students will discuss how to craft an argument about the text and share aloud their thesis statements. **Visual**: Students will use a graphic organizer that helps them categorize their ideas and thesis statement. **Musical**: Students will find another podcast that deals with either crafting arguments, Shakespeare's life, or //Othello// to share as a resource for others. **Intrapersonal**: Students will reflect on how Shakespeare's choices affected the plot of //Othello// and create a thesis statement about his choices. **Interpersonal**: Students will share ideas for thesis statements in groups. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that Shakespeare's choices as an author relate story elements and develop characters. (**Where**) //Key Ideas and Details// (**What**) Why do Shakespeare's choices matter, and how do I make an argument about his choices? **(Why)**
 * (H)** 4.2 We will listen to sections of a podcast by Oxford University about //Othello// that models how to set up a thesis when talking about Shakespeare, using the podcast's model question about the significance of Othello's race in the story. (**Hook**)
 * (E)**4.3 Students will know<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;"> the different factors that contribute to character and thematic development, and the characters Othello, Desdemona, Iago, and Roderigo.
 * (R)** 4.4 Checking for Understanding Strategies during instruction: At the beginning of class, students will submit their thesis statements about //Othello// and author choice using Socrative.com (**Rethink),** Peer and teacher verbal feedback **(Rethink/Revise),** students will self-assess using a checklist, teacher will assess using same checklist (**Revise**/**Refine**)
 * (E)**4.5 Formative Assessment - **Checking for Understanding**: Socrative **Timely Feedback:** self, peer, checklist **(Evaluate**)
 * (T)**4.6 (**Tailor**)
 * (O)**4.7 Students will be able to consider the choices Shakespeare made and analyze their impact on the story. (**Empathy**) Product: Persuasion Map. Number of Days: 2-3. (**Organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that citing textual evidence is necessary to analyze //Othello//. (**Where**) //Key Ideas and Details// (**What**) No one in the real world solves big problems on their own, so you will be collaborating with your classmates to create products and solve problems (**Why**)
 * (H)** 5.2 We will watch an introductory video about the features of Google docs and effective ways they can be used. (**Hook)**
 * (E)**5.3 Students will know the terms"thesis" and "MLA citation" and how to craft and argumentative piece of writing. (**Equip**) Students will use a 4 Column Chart graphic organizer about using academic sources in writing. (**Explore**) Students will use a 4 Column Chart and a Mix-Pair-Freeze activity about academic outside sources for writing (**Experience**) Students will create a Google doc in groups of 3 that synthesizes the information from their Persuasion Maps, making sure to properly cite their supporting details
 * (R)**5.4 Checking for Understanding Strategies during instruction: teacher will use a Fist-to-Five assessment periodically throughout the lesson (**Rethink),** Students will self and peer assess their Google docs using a rubric **(Rethink/Revise),** teacher will provide feedback on Googledoc using a rubric (**Revise**/**Refine**)
 * (E)**5.5 Formative Assessment - **Checking for Understanding**: Fist-to-Five **Timely Feedback:** self, peer, teacher, rubric **(Evaluate**)
 * (T)** 5.6 (**Tailor**)
 * Verbal**: Students will read aloud their Google doc as a method of proofreading.
 * Visual**: Students will use their 4 Column Chart graphic organizers to evaluate academic sources for use in their Google Docs.
 * Musical**: During Mix-Pair-Freeze, music will be used to cue the students when to freeze.
 * Intrapersonal**: Students will self-reflect on their Google doc, group dynamics, and personal performance within their group.
 * Interpersonal**: Students will work collaboratively on synthesizing an essay using Google docs.
 * Naturalist**: Students will be given the opportunity to work on their Google Doc in an environment outside the classroom (library, outside, ect.)
 * (O)**5.7 Students will be able to demonstrate an ability to cite and use textual evidence effectively. (**Explanation**) Product: Google doc. Number of Days: 3-4. (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that Shakespeare's choices as an author relate story elements and develop characters. (**Where**) //Key Ideas and Details// (**What**) The power of Shakespeare lies not only within his words, but within the actors as well. **(Why)**
 * (H)** 6.2 We will watch several versions of one scene from //Othello// to demonstrate how actors interpret a role differently.(**Hook**)
 * (E)**6.3 Students will know the terms "character", "author choice", "development", "story element", and the characters Othello, Desdemona, Iago, and Roderigo.(**Equip**) Students will use Round-Robin Brainstorming to collect ideas for their iMovie, and a Story Map to plan how they will re-enact their scene of choice in (**Explore**) Students will create an iMovie of their interpretation of a scene from //Othello// (**Experience**)
 * (R)**6.4 Checking for Understanding Strategies during instruction: the teacher will use a text-response method to gauge where students are at in terms of comfort-level and comprehension (**Rethink)** students will self-assess using a rubric **(Rethink/Revise),** teacher will give feedback on iMovies using a rubric (**Revise**/**Refine**)
 * (E)**6.5 Formative Assessment - **Checking for Understanding**: Clickers **Timely Feedback:** self, teacher, rubric**(Evaluate**)
 * (T)** 6.6 (**Tailor**)
 * Verbal**: Students will write their ideas for the scene they wish to re-create.
 * Logical**: Students will analyze what elements of production are needed to successfully recreate a scene from //Othello//.
 * Visual**: Students will draw a story board of how they would like their scenes to look.
 * Kinesthetic**: Students will rehearse the scenes they will film by acting them out.
 * Musical**: Students will choose a soundtrack for their film that captures the mood they are portraying.
 * Naturalist**: Students will scout a location for their film to be shot at.
 * (O)**6.7 Students will be able to propose how Shakespeare's choices may have affected the story differently. (**Application**) Product: iMovie. Number of Days: 4-5. (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe