S3+Sprague,+Karina

=Stage 3 - Plan Learning Experiences and Instruction=

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that they must research and understand their research topic.**(Where)** //Presentation of Knowledge and Ideas//**. (What)** . Understand the importance of research and how to conduct research. **(Why)**
 * (H)** 1.2 If a man walked up to you on the streets and offered you a million dollars to show him how to plan his research, could you do it? **(Hook)**
 * (E)** 1.3 Students will know how to how to determine valid resources, how to glean important information, and how to plan research. **(Equip)** Students will use a ReadWriteThink graphic organizer to share their ideas in a round robin. **(Explore)** In the round robins, groups of 3 will share research techniques and compare interactive graphic organizers. **(Experience)**
 * (R)** 1.4 Students will record ideas and revisions in a data notebook. (**Rethink),** Self-Assessment using checklist, feedback by students **(Rethink/Revise),** Self assessment and teacher feedback using a checklist to assess the ReadWriteThink organizer. (**Revise**/**Refine**)
 * (E)** 1.5 Formative Assessment - **Pre-Assessment:** Pre/Post Survey- students will fill out a survey before and after the project. The students will compare their growth during the project. **Checking for Understanding**: Data notebook and **Timely Feedback:** Self, Teacher, Checklist. **(Evaluate**)
 * (T)** 1.6 **(Tailor)**
 * Verbal-Linguistic **: Students will be able to verbally express their research process during the round robin.
 * Logical/Mathematical **: Students will use a graphic organizer to plan their research.
 * Visual/Spatial **: Students will be able to see a web of their research plans.
 * Bodily/Kinesthetic **: Students can move around during the round robin.
 * Musical/Rhythmic: **Students can listen to music while doing research.
 * Intrapersonal: **Students will do their own research.
 * Interpersonal: **Students will get together in a round robin to share ideas using cooperative learning.
 * Naturalist: **Students can choose a current event surrounding nature, or preform their research outside.
 * (O)** 1.7 Students will be able to analyze the main ideas of the research.(**Perspective**). Product: Interactive Graphic Organizer. Number of Days: 4 (**Organize**) ||

**Musical**/**Rhythmic**: Students can create a ryhme or a song to use in their future presentation to portray their argument **Intrapersonal**: Students will build the persuasion maps on their own **Interpersonal**: Students will collaborate with partners to review their arguments =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that they must research and understand their topic. **(Where)** //Presentation of Knowledge and Ideas//**. (What)** Could you carry on a knowledgeable and educated argument? **(Why)**
 * (H)** 2.2 If you were chosen to be a contestant on a current events game show, could you prove your point and recount arguments? **(Hook)**
 * (E)** 2.3 Students will know what order to present information and how to glean important information, argument. **(Equip)** Students will use a interactive persuasion map to plan their arguments to share with their group, chosen by the numbered heads together technique. **(Explore)** Partners will test out each others arguments using their persuasion maps. **(Experience)**
 * (R)** 2.4 The teacher will check for understanding by asking the students to do a fist-5 to show how comfortable they are with their topic. (**Rethink),** Peer revision of persuasion map using a checklist. **(Rethink/Revise),** and feedback by teacher on persuasion map using a checklist(**Revise**/**Refine**),
 * (E)** 2.5 Formative Assessment - **Checking for Understanding**: Fist-5 and **Timely Feedback:** Peer, Teacher, Checklist. **(Evaluate**)
 * (T)** 2.6 **(Tailor)**
 * Verbal-Linguistic **: Students will be able to type their arguments for and against their current event
 * <span class="wiki_link_ext">Logical/Mathematical **: Students will use a persuasion map as a graphic organizer to plan their argument
 * <span class="wiki_link_ext">Visual/Spatial **: Students will be able to see the sequence of their argument in the graphic organizer
 * <span class="wiki_link_ext">Bodily/Kinesthetic **: Students can act our their argument with their partners during review time.
 * <span class="wiki_link_ext">Naturalist: **<span class="wiki_link_ext">Students may support their arguments using examples from nature
 * (O)** 2.7 Students will be able to consider the opposing side of the argument. (**Empathy**). Product: Interactive Persuasion map. Number of Days: 2 **(Organize**) ||

<span class="wiki_link_ext">**Musical**/**Rhythmic**:Students may listen to music write writing the paper, or incorporate lyrics into the paper if their current event encompasses music <span class="wiki_link_ext">**Intrapersonal**: Students will write their own position paper <span class="wiki_link_ext">**Interpersonal**:Students will collaborate with each other using the wiki =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that they must research and understand their topic. **(Where)** //Presentation of Knowledge and Ideas//**. (What)** Show us what you know!**(Why)**
 * (H)** 3.2 If you were offered a full time job as a current event's newspaper writer, could you do it? **(Hook)**
 * (E)** 3.3 Students will know how to glean important information, argument. **(Equip)** Students will use an essay map to plan their position paper, then use a three step interview process to revise and comment on each others essay maps. **(Explore)** Students will interview in other as a way to uncover unanswered questions in the position paper. **(Experience)**
 * (R)** 3.4 The teacher will check for understanding using a 4,3,2,1 method to rate the students progress (**Rethink),** Peers will edit the position papers on the wiki using a rubric **(Rethink/Revise),** and the teacher will edit the position paper on a private wiki using a rubric. (**Revise**/**Refine**)
 * (E)** 3.5 Formative Assessment - **Checking for Understanding**: 4,3,2,1 and **Timely Feedback:** Peer, Teacher, Rubric**. (Evaluate**)
 * (T)** 3.6 **(Tailor)**
 * <span class="wiki_link_ext">Verbal-Linguistic **: Students will be able to type their arguments for and against their current event and give verbal feedback during the interview
 * <span class="wiki_link_ext">Logical/Mathematical **: Students will use an essay map to form a strategy for building their position paper
 * <span class="wiki_link_ext">Visual/Spatial **: Students will be able to see the sequence of their argument in the graphic organizer
 * <span class="wiki_link_ext">Bodily/Kinesthetic **: Students may move around or take on an acting role while doing the three step interview
 * <span class="wiki_link_ext">Naturalist: **<span class="wiki_link_ext">Students may support their arguments using examples from nature
 * (O)** 3.7 Students will be able to recognize their position and opinions of the topic and recognize the importance of the topic. (**Explain**). Product: Position Paper on Wiki. Number of Days: 3
 * (Organize**) ||

<span class="wiki_link_ext">**Musical**/**Rhythmic**: Students may link music to their digital poster <span class="wiki_link_ext">**Intrapersonal**: Students will create their own poster <span class="wiki_link_ext">**Interpersonal**:Students will collaborate with each other and use each others posters =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that they must clearly present the main ideas of their research and apply appropriate presentation skills, such as; eye contact, correct posture, appropriate volume, and clear pronunciation. **(Where)** //Presentation of Knowledge and Ideas//**. (What)** Could you teach someone how to give an appropriate and professional presentation? **(Why)**
 * (H)** 4.2 If you were asked to lead a Oral Presentation seminar, could you teach the right and wrong presentation techniques? **(Hook)**
 * (E)** 4.3 Students will know to apply good presentation skills, speaking, voice, posture, pronunciation, engage/engaging. **(Equip)** Students will use a two circle venn diagram, then use a jigsaw collaborative style to share ideas **(Explore)** Students will compare venn diagrams to make sure the main idea's are addressed **(Experience)**
 * (R)**4.4 The teacher will use entrance/exit tickets to check the students progress and answer questions.(**Rethink)** Students will asses each others digital posters using a checklist**(Rethink/Revise),** and the teacher will assess the digital posters using a checklist. (**Revise**/**Refine**)
 * (E)** 4.5 Formative Assessment - **Checking for Understanding**: Entrance/Exit Ticket and **Timely Feedback:** Teacher, Checklist. **(Evaluate**)
 * (T)** 4.6 **(Tailor)**
 * <span class="wiki_link_ext">Verbal-Linguistic **: Students will be able to add writing to their poster to describe right and wrong techniques
 * <span class="wiki_link_ext">Logical/Mathematical **: Students will see the guidelines for the presentation
 * <span class="wiki_link_ext">Visual/Spatial **: Students will be able to see the examples of right/wrong presentation skills
 * <span class="wiki_link_ext">Bodily/Kinesthetic **: Students may take pictures of themselves for their posters
 * <span class="wiki_link_ext">Naturalist: **<span class="wiki_link_ext">Students may take pictures outside to supplement their posters
 * (O)** 4.7 Students will be able to use eye contact, clear pronunciation, and reasonable volume when presenting. (**Apply**). Product: Digital posters to explain speech techniques. Number of Days: 2 **(Organize**) ||

<span class="wiki_link_ext">**Musical**/**Rhythmic:** Students may use music in their iMovie to support their position or as an effect during transitions <span class="wiki_link_ext">**Intrapersonal**: Students may take on the role of the news reporter and the interviewees. <span class="wiki_link_ext">**Interpersonal**:Students may act in other students movies <span class="wiki_link_ext">**Naturalist**: Students may record their iMovie outside to suit their research or to add creative effect =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that they must use an iMovie to support their research ideas. **(Where)** //Presentation of Knowledge and Ideas//**. (What)** Students will be able to express their opinions and listen to others opinions. **(Why)**
 * (H)** 6.2 Class discussion and improvisational skits about when it is appropriate to have a debate and when it is appropriate to listen. **(Hook)**
 * (E)** 6.3 Students will know how to apply good presentation skills, how to outline presentations, speaking, voice, posture, multimedia, pronunciation, argument. **(Equip)** Students will use a planning chart to plan their iMovie news report. Students will collaborate by circling the sage so partners/groups are picked so each group contains someone with a substantial amount of iMovie experience.**(Explore)** Students will play with iMovie in groups to learn the features, and then compare planning charts to get/give suggestions for improvement.**(Experience)**
 * (R)**6.4 The teacher, students, and peers will use rubrics to check for understanding throughout the steps (flow chart, presentation).(**Rethink)** Students will asses each others iMovie's using a rubric**(Rethink/Revise),** and the teacher will assess the final iMovie with a rubric. (**Revise**/**Refine**)
 * (E)** 6.5 Formative Assessment - **Checking for Understanding**: Hand print and **Timely Feedback:** Self, Peer, Teacher, Rubric **(Evaluate**)
 * (T)** 6.6 **(Tailor)**
 * <span class="wiki_link_ext">Verbal-Linguistic **: Students will write the script for their movie.
 * <span class="wiki_link_ext">Logical/Mathematical **: Students will use a planning chart to plan their movie
 * <span class="wiki_link_ext">Visual/Spatial **: Students will be able to see the main ideas of the oral presentation in movie format
 * <span class="wiki_link_ext">Bodily/Kinesthetic **: Student will be acting as news reporters when creating the iMovie
 * (O)** 6.7 Students will be able to represent their research through a form of multimedia. (**Interpretation**). Product: iMovie News Report. Number of Days: 3 **(Organize**) ||

<span class="wiki_link_ext">**Intrapersonal**: Students will create and present their own oral presentation <span class="wiki_link_ext">**Interpersonal**:Students will practice their oral presentation with partners
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that they must clearly present the main ideas of their research and apply appropriate presentation skills, such as; eye contact, correct posture, appropriate volume, and clear pronunciation. Students will also understand that they must research and show that they understand their research topic. Students will also understand that they must use an iMovie to support their research ideas. **(Where)** //Presentation of Knowledge and Ideas//**. (What)** Good oral presentation skills are useful in many life events. **(Why)**
 * (H)** 5.2 The teacher will create a video compilation of life events/occupations where oral presentations are useful and necessary. **(Hook)**
 * (E)** 5.3 Students will know how to apply good presentation skills, how to outline presentations, what order to present information in, speaking, posture, voice, engage/engaging, pronunciation, argument. **(Equip)** Students will use a flow chart to plan their oral presentation, then split into partners to collaborate. **(Explore)** Students will rehearse their oral presentations with their partners. After each partner shares, they will each give each other suggestions for improvement. **(Experience)**
 * (R)** 5.4 The teacher will use rubrics to check for understanding throughout the steps (flow chart, presentation).(**Rethink)** Students will asses each others speeches using a rubric**(Rethink/Revise),** and the teacher will assess the final oral presentation with a rubric. (**Revise**/**Refine**)
 * (E)** 5.5 Formative Assessment - **Checking for Understanding**: Rubric and **Timely Feedback:** Self, Peer, Teacher, Rubric. **(Evaluate**)
 * (T)** 5.6 **(Tailor)**
 * <span class="wiki_link_ext">Verbal-Linguistic **: Students will write the plan for their oral presentation. Students may also write their speech down as a reference.
 * <span class="wiki_link_ext">Logical/Mathematical **: Students will use a flow chart to plan and organize their presentation
 * <span class="wiki_link_ext">Visual/Spatial **: Students will be able to see the steps/main ideas of their speech
 * <span class="wiki_link_ext">Bodily/Kinesthetic **: Student will be up in front of the class presenting their speech
 * (O)** 5.7 Students will be able to demonstrate their knowledge of their chosen topic. (**Self-Knowledge**). Product: Oral Presentation. Number of Days: 5 **(Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe