S3+Haskell,+Emily

=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= (**O**)1.7 Students will be able to consider the meaning of certain plot and scene structure. (**Empathy**) Product: Story Cube Number of Days: 2-3 (**Organize**) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that structure of scenes and plot contribute to the over all meaning of The Taming of the Shrew. (**Where**) // Craft and Structure ( //** What **// ) // Students will be able to use the knowledge they gain to interpret future literary works and strengthen their logical intelligence and work through sequences. (**Why**)
 * (H)** 1.2 Show picture of of playbill for __The Taming of the Shrew__ as an introduction to the play. (**Hook**)
 * (E)** 1.3 Students will know plot, structure, climax, conflict, opening, and resolution. ( ** Equip ** ) Student will produce a sequence chart in order to guide their round robin cooperative learning activity in teams. (**Explore**) Students will work in pairs to create story cubes that show their understanding of plot and scene structure. (**Experience**)
 * (R)**1.4 After doing a quick write activity, the students will read their short response aloud in order to check for understanding. (**Rethink),** Self-Assessment using Checklist, feedback by students using checklist **(Rethink/Revise),** Feedback by teacher using checklist (**Revise**/**Refine**),
 * (E)** 1.5 Formative Assessment-**Pre-Assessment:** Think-Ink-Pair-Share (note:lesson 1 only), **Checking for Understanding:** Quick Write and **Timely Feedback:** Self, Teacher Checklist **(Evaluate**)
 * (T) 1.6 Tailor-**
 * Verbal:** Students will write their opinions and feelings about the play during the quick write activity.
 * Logical:** Students will use their logical intelligence to think through plot sequence and record it in their graphic organizer.
 * Visual:** In using a sequence chart as a graphic organizer, the students will be able to see their ideas in a physical manner.
 * Musical:** Students will find a song or songs that they believe fits the theme in __The Taming of the Shrew__.
 * Kinesthetic:** Students will be given flashcards with important events on them and be asked to put in the order they see fit.
 * Intrapersonal:** In the checking for understanding exercise students will have the opportunity to reflect on their own feelings and ideas before writing them down.
 * Interpersonal:** After completing the checking for understanding exercise students will be able to share their quick write with the entire class.
 * Naturalist:** Students will find pictures of places where they believe certain scenes are taking place.

(**O**)2.7 Students will be able to adapt word meaning to fit a specific theme or message. (**Application**) Product: Garage Band Podcast 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 word meaning (both connotative and figurative) impact all aspects of a literary work. ( ** Where) **// Craft and Structure ( //** What **// ) // Students will be able to use the knowledge they gain to understand and interpret future literary works they encounter. They will also be able to use this knowledge and their acquired skills to dissect and understand conversations they may find confusing in the future. (**Why**)
 * (H)** 2.2 Students will be placed into groups. Each group will be given two sets of flashcards, one filled with words and the other with definitions. The students will then be asked to match the Old English words with modern definitions of the words. (**Hook**)
 * (E)** 2.3 Students will know connotative meaning, figurative meaning, interpretation, theme, analysis. (**Equip**) Students will produce a persuasion map in order to guide their numbered heads activity. (**Explore**) Students will create a podcast in Garage Band in which they interview a character in Old English to show their understanding of Old English. (**Experience**)
 * (R)** 2.4 During class students will do a timed pair share activity in order for the teachers to gauge their understanding of the material. (**Rethink**) Self-Assessment using a checklist (**Rethink/Revise**) Feedback by teacher using Checklist (**Revise/Refine**)
 * (E)** 2.5 Formative Assessment-**Checking for Understanding**: Timed Pair Share and **Timely Feedback:** Self, Teacher Rubric **(Evaluate**)
 * (T)**2.6 **Tailor**-
 * Verbal:** Students will use their knowledge of language and words to try and identify the meanings of certain Old English words.
 * Logical:** Students will use their logical intelligence in order to determine which of the words in the opening activity goes with which definitions.
 * Visual:** By using the flashcards in this activity, students who are more visually inclined will be able to see the words and their definitions written out and next to one another.
 * Musical:** Students will record their own definitions of Old English words with a partner during their think pair share activity.
 * Kinesthetic:** In using this opening activity, students will be able to move the flash cards around in order to physically see all of the different possible combinations of words and definitions.
 * Intrapersonal:** In the checking for understanding activity, students will have the chance to reflect on their own ideas and record them silently without the input of others.
 * Interpersonal:** Students will be able to share their responses and ideas after they have had time to reflect in a personal manner.
 * Naturalist:** Students will be asked to consider certain words that describe such things as weather, landscape, and setting.

(**O**)3.7 Students will be able to evaluate how and why scenes and plot are organized in certain ways. (**Interpretation**) Product: Comic Life Number of Days: 3-4 (**Organize**) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that structure of scenes an plot contribute to the over all meaning of The Taming of the Shrew. (**Where**) // Craft and Structure ( //** What **// ) // Students will be able to use the knowledge they gain to interpret future literary works and strengthen their logical intelligence and work through sequences. ( ** Why ** )
 * (H)** 3.2 Each student will be assigned to a certain act and scene. The students will then have to line up in order of act and scene the way it appears in the play. (**Hook**)
 * (E)**3.3 Students will know plot, structure, climax, conflict, opening, sequence of events, and resolution. ( ** Equip ** ) Students will produce a ladder graphic organizer to help guide their circle the sage activity. (**Explore**) Students will create a Comic Life in which they manipulate the sequence of certain events to show their understanding of how plot and scene structure affect meaning. (**Experience**)
 * (R)** 3.4 During class students will do a take and pass activity to gain perspective on the subject and to also see those of their peers. (**Rethink**) Self-Assessment and Peer Assessment using rubric (**Rethink/Revise**) Feedback by teacher using rubric (**Revise/Refine**)
 * (E)**3.5 Formative Assessment-**Checking for Understanding**: Take and Pass and **Timely Feedback:** Self, Teacher, Peer Rubric **(Evaluate**)
 * (T)**3.6 **Tailor-**
 * Verbal:** Students will need to use their verbal abilities in order to complete the take and pass exercise.
 * Logical:** Students will need to use their logic skills to decide where scenes go in the opening activity.
 * Visual:** In their final product students will have the opportunity to portray parts of the play in a visual way using comic life.
 * Kinesthetic:** In the opening activity student will need to manipulate their bodies in order to put the play together in the correct sequence.
 * Musical:** Students will be allowed to listen to music while they work on the take and pass activity as long as it does not disrupt classmates.
 * Intrapersonal:** Students will reflect on their own thoughts and share them in the take and pass activity.
 * Interpersonal:** In the take and pass activity students will also be able to add to what their peers have said and view what their perceptions and ideas are as well.
 * Naturalist:** Students will have the opportunity to comment on the importance of setting as it applies to the order of events and the overall meaning of the play.

(**O)**4.7 Students will be able to recognize the importance of perspective as it pertains to meaning.(**Self**-**knowledge**) Product: Profile Publisher Number of Days: 2-4 (**Organize**) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that point of view is paramount in understanding plot and meaning in __ The Taming of the Shrew __ . (**Where**) // Craft and Structure ( //** What **// ) // Students will use the knowledge they gain in order to evaluate and interpret future literary works they encounter and to analyze multiple points of view or opinions in real life situations. (**Why**)
 * (H)** 4.2 Students will watch a video clip from the first scene of __The Taming of the Shrew__ where we first see the importance of perspective. (**Hook**)
 * (E)** 4.3 Students will know point of view, structure, plot, sequence of events, conflict, and meaning. (**Equip**) Students will produce a fact and opinion graphic organizer in order to lead their three step interview. (**Explore**) Students will simulate a profile and at least five posts on a social networking site using profile publisher to show their understanding of perspective and point of view. (**Experience**)
 * (R)** 4.4 During class students will do an onion ring activity to discuss their ideas with their peers. (**Rethink**) Self-Assessment using a checklist (**Rethink/Revise**) Feedback by teacher using checklist (**Revise/Refine**)
 * (E)**4.5 Formative Assessment-**Checking for Understanding**: Onion Ring and **Timely Feedback:** Self, Teacher Checklist **(Evaluate**)
 * (T)** 4.6 **Tailor-**
 * Verbal:** Students will share their ideas in a verbal way in the onion ring activity in order to show their understanding.
 * Visual:** Students will be able to see their profiles once they are done. They will be able to see their own work and the work of others online.
 * Logical:** Students will have to be able to differentiate between fact and opinion in order to understand the characters in the play.
 * Kinesthetic:** Students will be able to get up and move around while they are doing the onion ring exercise.
 * Musical:** Students will be asked to also share a song along with the profile that they believe fits the character.
 * Intrapersonal:** In making a profile for a character the student will be able to consider his own thoughts or feelings first.
 * Interpersonal:** During the onion ring activity students will be able to
 * Naturalist:** Students will be asked to also post a picture on the profile of where the character may be from or may live during the play.

(**O**)5.7 Students will be able to analyze a character's point of view and subsequently derive meaning. (**Perspective**) 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 point of view is paramount in understanding plot and meaning in __ The Taming of the Shrew __ . (**Where**) // Craft and Structure ( //** What ** //)// Students will use the knowledge they gain in order to evaluate and interpret future literary works they encounter and to analyze multiple points of view or opinions in real life situations. ( ** Why ** )
 * (H)** 5.2 Dead Poets' Society perspective switch activity.
 * (E)**5.3 Students will know point of view, structure, plot, theme, conflict, and meaning. (**Equip**) Students will produce a T-chart in order to fuel their partners activity in which they will discuss their conclusions. (**Explore**) Students will create a persuasion map in order to argue why a character may feel a certain way or think a certain thing. (**Experience**)
 * (R)** 5.4 During class students will do an activity called decisions, decisions in which they will move to a certain part of the room depending on what they think about a topic or what their response is to a question. (**Rethink**) Self-assessment using a checklist. (**Rethink/Revise**) Feedback by teacher using checklist. (**Revise/Refine**)
 * (E)**5.5 Formative Assessment-**Checking for Understanding**: Decisions, Decisions and **Timely Feedback:** Teacher Checklist **(Evaluate**)
 * (T)** 5.6 **Tailor:**
 * Verbal:** Students will discuss their conclusions and findings with their partners during their cooperative learning activity.
 * Visual:** In the T-chart graphic organizer, students will see their opinions and the facts they have separated into two different columns, making it easier to differentiate between the two.
 * Logical:** Students must use logic to argue that a character has certain feelings in their persuasion map.
 * Kinesthetic:** Students will be able to move around the room during the decisions, decisions activity to show their feelings on a subject.
 * Intrapersonal:** In both the decisions, decisions activity and in the T-chart graphic organizer students will have to be able to analyze their own thoughts and feelings before being able to share them with the rest of the class.
 * Interpersonal:** In talking with their partners students will be able to connect with others and see their opinions, thoughts and feelings.

(**O**)6.7 Students will be able to prove that certain word meaning can alter all other aspects of a play. (**Explanation**) Product: iMovie Number of Days: 2-3 (**Organize**) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that word meaning (both connotative and figurative) impact all aspects of a literary work. ( ** Where) **// Craft and Structure ( //** What **// ) //
 * (H)** 6.2 Video of Hamlet rap
 * (E)**6.3 Students will know connotative meaning, figurative meaning, interpretation, theme, analysis, and terminology. (**Equip**) Students will use the ReadWriteThink webbing tool to guide their think-pair-share discussion. (**Explore**) Students will create an iMovie in which they will convert a scene from __The Taming of the Shrew__ to modern English to show their understanding of all of the things they have learned in the unit. (**Experience**)
 * (R)** 6.4 During class students will do an activity called give one get one. (**Rethink**) Self/peer assessment using rubric (**Rethink/Revise**) Feedback by teacher using rubric.(**Revise/Refine**)
 * (E)**6.5 Formative Assessment-**Checking for Understanding**: Give one Get one and **Timely Feedback:** Self, Teacher, Peer Rubric **(Evaluate**)
 * (T)** 6.6 **Tailor**:
 * Verbal:** Students will use their verbal skills in their think pair share activity and in the making of their iMovie.
 * Visual:** The webbing tool they will use as a graphic organizer will help visual learners to see their ideas out on paper.
 * Logical:** Students will use their logic to decipher the true meaning in Shakespeare's dialogue.
 * Kinesthetic:** Students will be able to manipulate their bodies in the filming process in order to display certain emotions.
 * Intrapersonal:** Students will record their own ideas before sharing in the think pair share activity.
 * Interpersonal:** Eventually students will be able to talk about their ideas with the rest of the class. They will also work in groups for the final product.

2004 ASCD and Grant Wiggins and Jay McTighe