S3+Hill,+Colby

=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]
 * (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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that.... in order to write well-developed and engaging narratives, they must use various techniques. **(Where)** //Text Types and Purposes// **(What)** We must be able to communicate clearly and get our points across precisely and easily. Learn how to create and entertain, or how to persuade and get your point across. **(Why)**
 * (H)** 1.2 Read, while getting into, a narrative essay. Aim for it to be about Environment.**(Hook)**
 * (E)** 1.3 Students will know... terminology: dialogue, pace, description, detail, narrative, conclusion, flow, and more literary terms. **(Equip)** Students will use an Ice Cream Scoop graphic organizer to gather their ideas together for a Think, Pair, Share learning activity. **(Explore)** Partners will work together to share techniques they know. **(Experience)**
 * (R)**1.4 Checking for Understanding Strategies during instruction. Use fist to five to introduce new ideas and find comfort level with students. Keep using it throughout lesson with terminology for clarification. (**Rethink),** Self-Assessment using a checklist. **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)**1.5 Formative Assessment - **Pre-Assessment:**(Survey with a blank box for any one question), **Checking for Understanding**: fist to five and **Timely Feedback:** student and teacher checklist **(Evaluate**)
 * (T)** 1.6 **(Tailor)**
 * Verbal:** Students will be discussing the strategies and writing down any examples they know of.
 * Logical:** Discuss why techniques work and how there is a formula to writing.
 * Visual:** Students can get their visual learning addressed with the ice cream scoop. That small visual could help immensely.
 * Bodily:** Have students move around with their think, pair, share partner(s). Move to different areas of the room for example, or to and from the board with post it notes and rearrange them on the board.
 * Musical:** Music will be a part of the poster presentation.
 * Intrapersonal:** Allow brainstorming and thinking time alone before the think, pair, share. Allow reflection time afterward to write down possible techniques they like or may use in the future and why.
 * Interpersonal:** Think, pair, share couples will be getting together and talking with each other about various writing strategies.
 * Naturalist:** Students with this MI will enjoy the hook speech.
 * (O)**1.7 Students will be able to demonstrate their knowledge of various writing techniques. **(Explain)** Product: Poster (Glogster) Number of Days: 2-3. **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that.... they must create a coherent flow with a conclusion that follows and reflects. **(Where)** //Text Types and Purposes// **(What)** In order for something to work, anything in the world, there must be a certain flow and ending point.
 * (H)** 2.2 This hook would be a little silly in that there would be a few examples of great stories that I would read aloud, or have the students read aloud, in a completely messed up, random order. Maybe show a TV show with the ending first, then the beginning, then the end.
 * (E)**2.3 Students will know...terminology: dialogue, pace, description, detail, reflection,narrative, conclusion, word choice, flow, multiple plot lines. **(Equip)** Students will use an idea rake to organize all of their ideas for a graphic organizer then begin a jigsaw activity. **(Explore)** Jigsaw groups will work together to share strategies. **(Experience)**
 * (R)**2.4 Checking for Understanding Strategies during instruction. Before leaving, a student should be able to tell me about a writing strategy. If they can, they get their exit ticket. (**Rethink),** Self-Assessment using a checklist. **(Rethink/Revise),** and verbal feedback by teacher on Product (**Revise**/**Refine**),
 * (E)**2.5 Formative Assessment, **Checking for Understanding**: entrance/exit ticket and **Timely Feedback:** self checklist, verbal feedback **(Evaluate**)
 * (T)** 2.6 **(Tailor)**
 * Verbal:** Have a discussion on the hook: why can't this work?
 * Logical:** Explain that there can be no beginning without an end.
 * Visual:** Allow students to make comics or look at professional ones and study the flow that they use.
 * Bodily:** Students could reenact their stories in front of the class up until the conclusion. This way the student and the classmates can see a coherent flow or not.
 * Musical:** Turn to look at endings of various songs.
 * Intrapersonal:** The self-checklist will allow students to reflect on themselves and think about their own writing.
 * Interpersonal:** Jigsaw groups will allow students to talk with each other. In addition,
 * Naturalist:**
 * (O)** 2.7 Students will be able to be aware of the strategies used. **(Self-Knowledge)** Product: Podcast (Garageband). Number of days: 2-4. **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that.... in order to write well-developed and engaging narratives, they must use various techniques. **(Where)** //Text Types and Purposes// **(What)** Throughout life, we must have the judgement ourselves to do what is right. We have to be able to judge ourselves and have an idea of our own strengths and weaknesses. **(Why)**
 * (H)** 3.2 Look at examples throughout writing where unusual events sparked great novel or writing ideas. Use crazy examples.
 * (E)** 3.3 Students will know... how techniques build up and work together, what makes an engaging read. **(Equip)** Students will use a describing wheel graphic organizer while looking at their own work. Soon after they will break into partners. **(Explore)** Partners will work together to share what they know and try to help. **(Experience)**
 * (R)**3.4 Checking for Understanding Strategies during instruction. Before leaving, students can communicate their level of comfort with the subject using their fingers. (**Rethink),** Self-Assessment using a rubric. **(Rethink/Revise),** and a teacher rubric (**Revise**/**Refine**),
 * (E)**3.5 Formative Assessment, **Checking for Understanding**: thumbs up, thumbs down and **Timely Feedback:** student rubric **(Evaluate**)
 * (T)**3.6 **(Tailor)**
 * Verbal:** Students will be able to discuss their ideas with one another, and the partner activity allows partners to work together and discuss previous material.
 * Visual:** Use pictures on Tumblr to help spark creative interest. Create mini-stories for the pictures (ex. how did this picture come? what happened after? etc).
 * Musical:**Students can analyze a song and figure out which strategies the writer used for the writing (or what strategies the musicians made on their instrument part and why!).
 * Intrapersonal:** Think about and write down specific experiences you've had throughout life, and what could be a great story from it.
 * Interpersonal:** I envision the student rubric done in pairs. I feel like a more dynamic answer and evaluation will come through this way. This is in addition to the students working in pairs.
 * Naturalist:** Assign a homework piece in which students choose either a pet they've had or an animal they've seen. Once this is done, they must create a small story describing that animal's life (or a part of it).
 * (O)** 3.7 Students will be able to make meaning of an engaging story and judge their own work. **(Interpretation)** Product: Brainstorm (Tumblr) Number of Days: 2. **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that.... they must use precise words or details to fully impact the reader. **(Where)** //Text Types and Purposes// **(What)** Saying something exactly how you want to say it can be the difference between yes or no. There can be severe repercussions if you say something without thinking or it cab "come out wrong."
 * (H)** 4.2 We would begin class with madlibs.
 * (E)**4.3 Students will know... word choice, description. How everything works and flows together. **(Equip)** Students will use the sense chart to get an idea of what they wish to portray. **(Explore)** At a random time, we will do a three-minute review during class. This gets students moving and talking together. **(Experience)**
 * (R)**4.4 Checking for Understanding Strategies during instruction. Students will flag their ideas on a sticky note to take home. (**Rethink),** Peer assessment using a checklist.**(Rethink/Revise),** and verbal feedback as well as a teacher checklist on Product (**Revise**/**Refine**),
 * (E)**4.5 Formative Assessment, **Checking for Understanding**: flag it and **Timely Feedback:** peer checklist **(Evaluate**)
 * (T)**4.6 **(Tailor)**
 * Verbal:** Students will get a chance to discuss notes and what has been said.
 * Logical:** Students will reason why word choice matters, and why certain terms relate to others.
 * Visual:** Observe a picture or TV show and write down the words that come to mind.
 * Bodily:** Students will write their favorite words on the board and act out what it's definition means.
 * Musical:** Listen to a song and write down the emotions and words that come to mind.
 * Intrapersonal:** Class would go on a trip outside and find a place to relax. There we would brainstorm and come up with ideas for what it is exactly they want to say. Fill out the sense chart while out there.
 * Interpersonal:** As a class, brainstorm specific words to help portray a feeling. For example, what words best fit someone who is angry?
 * Naturalist:** Class would go on a trip outside and find a place to relax. There we would brainstorm and come up with ideas for what it is exactly they want to say. Fill out the sense chart while out there.
 * (O)** 4.7 Students will be able to analyze word choice and decide if it is appropriate. **(Perspective)** Product: Class Document (Googledocs) 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.... they must create a coherent flow with a conclusion that follows and reflects. **(Where)** //Text Types and Purposes// **(What)** More in depth of conclusion ideas. The ending is one of the most important pieces to anything; it's what the viewer is exposed to last and what they will base judgement off of immediately. **(Why)**
 * (H)** 5.2 See the ending of a TV show and guess what the episode was about. **(Hook)**
 * (E)**5.3 Students will know... where to start and end and how techniques build up and work together. **(Equip)** Students will use a sequence chart to get an idea of what the flow may be like in the narrative. **(Explore)** Students would use the numbered heads together strategy to work together and answer questions.**(Experience)**
 * (R)**5.4 Checking for Understanding Strategies during instruction. Students will get in a circle and use the onion ring technique to get interacting. Students will be discussing ideas with people they may not know greatly, and this is a purpose. (**Rethink),** peer assessment using a checklist and orally through the onion ring.**(Rethink/Revise),** and verbal feedback as well as a teacher rubric on Product (**Revise**/**Refine**),
 * (E)**5.5 Formative Assessment, **Checking for Understanding**: onion ring and **Timely Feedback:** teacher checklist **(Evaluate**)
 * (T)**5.6 **(Tailor)**
 * Verbal:** Hook would involve class discussion. Students would write out their answers first and then share out in discussion.
 * Logical:** Students would use a sequence to outline a story with an emphasis on a strong conclusion following strong checkpoints.
 * Visual:** Visual learners would be interested by the hook.
 * Bodily:**
 * Musical:**
 * Intrapersonal:** Students would get
 * Interpersonal:** Both the onion ring strategy and hook discussion would get the interpersonal student interested.
 * Naturalist:**
 * (O)** 5.7 Students will be able to produce a conclusion that follows and flows with their writing. **(Application)** Product: Comic (ComicLife) Number of Days: 3-4. **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that.... they must use precise words or details to fully impact the reader. **(Where)** //Text Types and Purposes// **(What)** Imagination and creativity is looked happily upon anywhere you go, from college to any job that you get. **(Why)**
 * (H)** 6.2 Ink Blots **(Hook)**
 * (E)**6.3 Students will know... critical details: how everything works and flows together, conclusion has confidence. **(Equip)** Students will use the clock chart to designate certain time slots to specific parts of the iMovie. **(Explore)** Students would use a round robin technique to pick a story. **(Experience)**
 * (R)**6.4 Checking for Understanding Strategies during instruction. Students use the fill in your thoughts technique to express themselves and allow me to see how they are thinking. (**Rethink),** Peer-Assessment and self assessment rubric. **(Rethink/Revise),** and feedback by teacher on Product by a rubric (**Revise**/**Refine**),
 * (E)**6.5 Formative Assessment, **Checking for Understanding** fill in your thoughts: and **Timely Feedback:** self rubric, peer checklist, teacher rubric **(Evaluate**)
 * (T)**6.6 **(Tailor)**
 * Verbal:** Students would get a chance to discuss numerous times during this lesson, as well as write.
 * Logical:** Students would get a checklist of what should be in the video and in the story it is based off of.
 * Visual:** The hook thrives on creativity based off of visuals.
 * Bodily:** High energy would be expected for the video. Lots of movement inside! Besides this, one activity would allow students to get a word (like angry) and match up with a description around the room (like threw with force) and physically get up and see what people have on their cards and try to match up with each other.
 * Intrapersonal:** Students would spend class time self-assessing and peer-assessing their fellow classmates alone.
 * Interpersonal:** The hook will allow a lot of activity between individuals, and the round robin gives everyone a chance to interact with another. The bodily activity also gives students a chance to interact with one another.
 * (O)** 6.7 Students will be able to imagine they are inside of the narrative. **(Empathy)** Product: Short Video (iMovie) Number of Days 5-6. **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe formula: where to start and end, how techniques build up and work together, what makes an engaging read.