S3+Lunt,+Cyril

=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 Name**) 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= (H) 1.2 The students will be shown either an excerpt from, or the whole of, the Reduced Shakespeare Company's Complete Works of Shakespeare. This will get the pumped up for the unit. (E) 1.3 Students will know that English is a growing and evolving language, as well as understand how to read early modern English, so that they can read Macbeth with understanding. (EQUIP). They will use books and the internet to find facts and information (EXPLORE). They will write up an essay on the wiki (EXPERIENCE). (R) 1.4 Students will have their rough drafts looked over by their courts, and if they would like, myself. (REVISE/REFINE). (E) 1.5 Formative Assessment - Pre-Assessment: Survey to see what people know about Jacobean England, Checking for Understanding: Thumbs up (Evaluate) (T) 1.6: Verbal-Linguistic: The entire project itself is linguistic-heavy. Logical-Mathematical: Language is an equation that has order of operations (such as when to put the verb, etc.) Visual-Spatial: Students may put pictures in the blog post to emphasis a point they'd like to make. Musical: Students may request that anyone who's reading it to listen to a particular song that goes well with the mood of the scene. Intrapersonal: The actual writing part is solo; very journal like. Interpersonal: Students will peer edit each others work when they meet with their courts. Existentialist: One could word the essay as an indepth analysis of the English language and its evolution. (O) 1.7 Students will be able to read between the lines of Shakespeare's word plays. (**Interpenetration**). Blog, three days. (**Organize**). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W) 1.1 Shakespeare's language is still accessable today, and understandible to us, though point out word play (**Where)**. Students can apply the knowledge they gain from this unit into more modern pieces, as well as expand their vocabulary. (**Why**). Key ideas and details (**What**)

(H) 2.2 Students will be given one of two character sheets of Macbeth that list his traits. One sheet will only have good things to say, and the other will have his bad traits. It will not say that it is Macbeth. The students will meet in their court and discuss their feelings for the character (students in the same courts will be given the same character sheet). They will then tell their consensus to the class. Hopefully there will be conflict. (E) 2.3 Students will know how complex of a character Macbeth is, and why that is important (EQUIP). Use examples from the play to formulate their opinion (EXPLORE). Write the blog (EXPERIENCE). (R) 2.4 Students will have their rough drafts looked over by their courts, and if they would like, myself. (REVISE/REFINE). (E) 2.5 Exit ticket (EVALUATE) (T) 2.6 Verbal-Linguistic: Much like the previous lesson, this is pretty much verbal territory. Logical-Mathematical: Arguments are very methodical, using pathos, logos, and ethos to make a point. You must know what amount of each to use in order to make a cohesive argument, which takes a very logical mind to do. Visual-Spatial: You may use pictures to illustrate your points better. Musical: You may give us a song selection to listen to while reading the blog post to put us in the right state of mind. Intrapersonal: The assignment is written by you and you alone. Interpersonal: You will have it peer edited by your court. Existentialist: You can frame the argument as a huge question about morality, and whether or not there is good or evil (or if there is, if it's relative). (O) 2.7 Students will be able to explain their belief in whether or not Macbeth is good (EXPLAIN). Blog, 2 day. (ORGANIZE) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W) 2.1 Students will understand that Macbeth is a complex character that people view differently. The students need to justify their belief in whether or not Macbeth is a good man who turned evil, or was evil to begin with (WHERE). Everyone, even the bad guys in history, are complex people, and many people can have radically different views on a single person (WHY). craft and structure (WHAT).

Verbal-Linguistic: Students will present their Prezi to the class. Logical-Mathematical: The Prezi needs to be logically organized and paced. Visual-Spatial: Given the nature of Prezi, visual knowledge will be important. Musical: You may use music for the background to set the mood, or even as an example for a topic. Intrapersonal: This will be a solo project. Interpersonal: It will be peer edited by the student's court. Naturalist: A topic may be about the natural world in the Jacobean era. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will be aware of how life was like in Jacobean England. (WHERE) In order to understand the time that Macbeth was written in, as well as compare it to modern life. (WHY) Integration of Knowledge and Ideas (WHAT)
 * (H)** 3.2 Ask the students what they think life was like back in Jacobean England, take notes on what they thought, and after the unit, show how close they were to reality.
 * (E)** 3.3 Students will know what life was like in Jacobean England. (EQUIP). Read books from the library and online resources to find information about the era and their subject. (EXPLORE). Make a Prezi about a single topic within Jacobean England (of their choice, but approved by me). (EXPERIENCE)
 * (R)**3.4 Students will have their rough drafts looked over by their courts, and if they would like, myself. (REVISE/REFINE).
 * (E)** 3.5 Asking the students if they understand the assignment (EVALUATE)
 * (T)** 3.6
 * (O)**3.7 Students will be able to be aware of how life was like in Jacobean England. (EXPLAIN). Essay, 2 days. (ORGANIZE) ||

Integration of Knowledge and Ideas (WHAT) Verbal-Linguistic: Students will have to read in between the lines when it comes to certain parts of the play, especially with Banquo's relation with James the First. Logical-Mathematical: Students will have to organize their thoughts in the most logical way that fits their learning style. Visual-Spatial: Students will have to make visuals when it comes to the iMovie. Musical: The entire lesson revolves around music. Intrapersonal: The musical score can be made by one person. Interpersonal: A cohesive group is required to make the presentation good. Naturalist: The movie can be set outside. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will consider the pressures and events Shakespeare went through while writing Macbeth. (WHERE) Students will understand why Shakespeare wrote the play, to whom he wrote it for, and why. They will see that even though some things are different, such as culture, somethings are the same, like famous people requesting works to please other famous people. (WHY)
 * (H)** 4.2 Students will be asked to write down their interests (only a few), and then be tasked to write a one to two paragraph description of a play that involves all of those elements.
 * (E)**4.3 Students will know that about King James' influence of the play, as well as Shakespeare's own experiences that went into the play (EQUIP). Read books from the library and online resources to find information about the era and their subject. (EXPLORE). Make an iMovie about a scene from Shakespeare's life that went into the formation of Macbeth. Catch is, it must be a silent movie, and the action must be expressed through music created in GarageBand. (Experience)
 * (R)**4.4 Students will have their rough drafts looked over by their courts, and if they would like, myself. (REVISE/REFINE).
 * (E)** 4.5 Have students get up and move to either side of the room while asking them questions. (EVALUATE)
 * (T)** 4.6
 * (O)**4.7 Students will be able to consider the pressures and events within Shakespeare's life. (EXPLAIN). GarageBand, 4 days (ORGANIZE) ||

Verbal-Linguistic: You have to read Macbeth in order to understand the symbolism in the first place. Logical-Mathematical: In order for the picture to look good and neat, it has to be organized in a way that makes sense. Visual-Spatial: It's essentially a visual project at heart. Intrapersonal: Parts of the project may be done individually. Interpersonal: Peer editing by their court, as well as their group. Naturalist: Students may use nature to organize their symbolisms. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will analyze the symbolism within Macbeth. (WHERE) Symbolism is **the** finest example of the human imagination at work, and being able to recognize it makes the piece come even more alive. Our lives are full of symbolism, to boot. (WHY). Craft and Structure (WHAT)
 * (H)** 5.2 Show students various forms of symbolism, ranging from popular movies to more obscure ones. Ask students whether or not they think symbolism is important.
 * (E)** 5.3 Students will know that symbolism in Macbeth (and by extension, anything) are highly pivotal to understand. (EQUIP). The students can use //Macbeth// as a resource to find the information. (EXPLORE). Make a picture on Photoshop that incorporates all the major symbolism within //Macbeth.// (EXPERIENCE).
 * (R)**5.4 Students will have their rough drafts looked over by their courts, and if they would like, myself. (REVISE/REFINE).
 * (E)**5.5 take and pass activity (EVALUATE)
 * (T)** 5.6
 * (O)**5.7 Students will be able to analyze the symbolism within the play. (EXPLAIN). Photoshop, 2 days (ORGANIZE). ||

Verbal-Linguistic: You have to write the script for the iMovie before you make it. Logical-Mathematical: You have to have a very keen eye to make good edits for the movie, and organize them in a way that makes sense. Visual-Spatial: The entire project hinges on the visual aspect. Musical: You can use/make songs that go well with the scenes to add emotion to the piece. Interpersonal: You must work with your teammates in order to have a product. Naturalist: You may set the movie to be outside. Existentialist: The movie could be an exploration into the minutia of the particular scene.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will preform scenes from the play with understanding. (WHERE) Being able to write, edit, and create movies is a good way to get a fine eye for details. (WHY) Key ideas and details
 * (H)** 6.2 Students will be shown examples of Macbeth being taken from its normal time period and modernized (such as a clip from the film //Scotland, PA//).
 * (E)** 6.3 Students will completely master and understand Macbeth, at least at a face value. (EQUIP). The students will use //Macbeth// as their guide for the scene, given that it literally has to come from the book. (EXPLORE). The students will make an iMovie that takes a scene from the play and transfer it to another time period or genre. (EXPERIENCE)
 * (R)**6.4 Students will have their rough drafts looked over by their courts, and if they would like, myself. (REVISE/REFINE).
 * (E)** 6.5 Cellphone poll (EVALUATE)
 * (T)** 6.6
 * (O)**6.7 Students will be able to preform scenes from the play with understanding. (EXPLAIN). iMovie, 4 days (ORGANIZE) ||

2004 ASCD and Grant Wiggins and Jay McTighe

**(W)** 4.1 Students will understand that.... **(H)** 4.2 **(E)** 4.3 Students will know... **(R)** 4.4 **(E)** 4.5 **(T)** 4.6 **(O)** 4.7 Students will be able to