S3+Johnson,+Richard

=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 ...( **Organize**), Product: Type II Technology, Number of Days:

[|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 understand that the setting Edith Wharton created in "Ethan Frome" has an impact on the way in which individual readers perceive the story **(Where)**. Setting is prominent in everyday life and greatly effects the way we live and perceive life. **(Why)** CCSS: //Analyze the impact of the author's choices regarding how to develop and relate elements of a story//. **(What**)
 * (H)** 1.2: Class Poll: who would rather living a small town or a big city.
 * (E)** 1.3: Students will know relationship and relativity in and of settings. **(Equip)** The "describing wheel" will be used in order for students to collect thoughts and opinions of the settings of "Ethan Frome." **(Explore)** Students will work with a partner to view a place in the world that is like Starkfield, MA. Each student will then create a written response on how it may feel to live there. (**Experience**)
 * (R)**1.4:An Exit Ticket will be used to check in with students and get insight as to how they are feeling in terms of progress made on the Google Earth assignment, and what they need to have done in order to go further. (**Rethink)** Students will self-assess themselves using a checklist, and peer assessment for feedback. **(Revise/Refine)**
 * (E)**1.5: Formative Assessment - **Pre-Assessment:** Survey **Checking for Understanding**: Thumbs-Up **Timely Feedback:** Checklist. **(Evaluate**)
 * (T)** 1.6:
 * Verbal/linguistic:** Students will have a written response to reflect on their findings through Google Earth: explain how it may feel to live in the area they researched, and how it relates to Starkfield, MA.
 * Interpersonal:** Students will work with one partner while using Google Earth, and together they will brainstorm thoughts on the relationship of Starkfield, MA to the story itself, and what function it serves in the stories development.
 * Intrapersonal:** Each student will write their own response paper, and during this time may develop their own thoughts.
 * Visual:** Google Earth is a very visual program- students will be able to relate the physical size and population of the town they view to the town of Starkfield, MA in "Ethan Frome"
 * Natural:** Google Earth serves a depiction of natural environment, as well as relates story setting to real world settings.
 * Logical:** Logical thinkers will have the chance to reflect on coordinates and the physical geography of New England in their response paper.
 * Bodily/Kinesthetic**: Google Earth is a very hands-on program that will allows users to manipulate and move the earth around, which is ideal for bodily/kinesthetic learners.
 * (O)**1.7: Students will be able to analyze the significance of settings. **(Perspective)** //Product//: Google Earth, two days. **(Organize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1: Students understand that the setting Edith Wharton created in "Ethan Frome" has an impact on the way in which individual readers perceive the story. **(Where)** Setting is prominent in everyday life and greatly effects the way we live and perceive life. **(Why)** CCSS: //Analyze the impact of the author's choices regarding how to develop and relate elements of a story//. **(What**)
 * (H)** 2.2: Class Discussion: Hometowns- where are you from, what is it like? Comparisons.
 * (E)**2.3: Students will know how to recognize relationships of settings in the story and their significance; relativity of settings. **(Equip)** The "describing wheel" will be used in order for students to collect thoughts and opinions of the settings of "Ethan Frome." **(Explore)** Partners record and interview each other about their hometown. Students then individually record their reflection on how their own environment may impact the way the perceive "Ethan Frome." (**Experience**)
 * (R)**2.4: The "Thumbs-Up" technique will be used in order to assess whether or not students understand the assignment, have questions to ask, or are in need of help. (**Rethink)** A checklist will be used for students to self-assess themselves with. Peer feedback will be given. **(Revise/Refine)**
 * (E)**2.5 Formative Assessment - **Pre-Assessment:** Survey **Checking for Understanding**: Thumbs-Up **Timely Feedback:** Checklist. **(Evaluate**)
 * (T)** 2.6
 * Verbal/linguistic:** Both writing the script for the interview and the doing interview itself are verbal tasks for students.
 * Interpersonal:** Students will work in teams for the interview portion of the assignment.
 * Intrapersonal:** Students will record their reflection on their own, and in doing so will be able to reflect and consider the impact of setting/environment personally.
 * Bodily/Kinesthetic**: The interview and the physical recording/editing are both very interactive and hands-on aspects of the assignment.
 * Musical/Rhythmic:** Recording the interview/reflection, as well as allowing students to incorporate music into the recording.
 * (O)** 2.7 Students will be able to recognize how their own environment impacts their perception of the story. **(Self-Knowledge)** //Product:// Audio Recording, two days. ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1: Students will understand that textual evidence is necessary when developing and expressing opinions of a novel**. (Where)** This is important as facts are important when expressing opinions, no matter what context you are in, or what topic is being discussed. **(Why)** CCSS: //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from that text.// **(What)**
 * (H)** 3.2 Poll: Is Zenobia inherently a good or a bad person?
 * (E)** 3.3: Students will know how to analyze characters and considers what the significance of their role is in the story**. (Equip)** A "Cluster/Word Web" will be used by students to collect facts, ideas, and opinions about characters. **(Explore)** Students will write a short response that evaluates Zenobia's impact in "Ethan Frome" in a blog, and classmates will comment on each others blogs. **(Experience)**
 * (R)** 3.4 Index cards will be used to assess whether or not students understand the assignment, have questions to ask, or are in need of help. (**Rethink)** A checklist will be used for students to self-assess themselves with. Peer feedback will be given. **(Revise/Refine)**
 * (E)**3.5 Formative Assessment - **Pre-Assessment:** Survey **Checking for Understanding**: Thumbs-Up **Timely Feedback:** Checklist. **(Evaluate**)
 * (T)** 3.6
 * Verbal/linguistic:** The written response allows verbal/linguistic favored students a chance to articulate their thoughts.
 * Intrapersonal:** This assignment will be done without partners, allowing students to reflect alone.
 * Interpersonal:** After the responses are written, students will be able to comment and create discussions on each others blogs.
 * Bodily/Kinesthetic:** Using the computer for this assignment is hands-on and interactive for students.
 * Visual:** This assignment allows students to include visual aids in their blog.
 * (O)** 3.7: Students will be able to analyze character development and significance. **(Interpretation)** //Product:// Blog, one day. ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that textual evidence is necessary when developing and expressing opinions of a novel**. (Where)** This is important as facts are important when expressing opinions, no matter what context you are in, or what topic is being discussed. **(Why)** CCSS: //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from that text.// **(What)**
 * (H)** 4.2 Class Discussion: morals, and how they play into "Ethan Frome"
 * (E)**4.3 Students will know how empathize and relate with characters, as well as use textual evidence to support their opinions**. (Equip)** An "Ice-Cream Cone" will be used by students to gather facts, ideas, and opinions about characters. **(Explore)** Students will develop thoughts regarding the choices Ethan has to make throughout the novel with a partner via email. **(Experience)**
 * (R)**4.4 The "High-Five" method will be used to assess whether or not students understand the assignment, have questions to ask, or are in need of help. (**Rethink)** A checklist will be used for students to self-assess themselves with. Peer feedback will be given. **(Revise/Refine)**
 * (E)**4.5 Formative Assessment - **Pre-Assessment:** Survey **Checking for Understanding**: Thumbs-Up **Timely Feedback:** Checklist. **(Evaluate**)
 * (T)** 4.6
 * Verbal/Lingustic:** Writing emails back and forth with a partner allows students to both read and write, as well as communicate socially
 * Interpersonal**: Sharing thoughts via email allows students to join forces in developing thoughts and opinions
 * Intrapersonal:** Students will have time to articulate an email on their own before sending it.
 * Visual:** Students may embed useful or interesting links, videos, and audio files in their emails.
 * Musical/Rhythmic:** Students may embed any audio files/links that relate to Ethan Frome
 * Bodily/Kinesthetic:** This assignment is hands-on and interactive.
 * (O)**4.7 Students will be able to empathize with characters. **(Empathy)** //Product:// Email, two days. ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that the way in which Edith Wharton chose to introduce and develop characters in "Ethan Frome" plays a significant role in the structure and underlying theme of the novel. **(Where)** It is important to understand character development so that you may fully appreciate a stories meaning and significance. **(Why)** CCSS: //Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (i.e. how the characters are introduced and developed).// **(What)**
 * (H)** 5.2 Take a look at a short comic: how does the artist/writer develop the main character?
 * (E)**5.3 Students will know how to analyze characters and considers what the significance of their role is in the story**. (Equip)** An "Ice-Cream Cone" will be used by students to gather facts, ideas, and opinions about characters.**(Explore)** Students will develop their own character with Comic Life both visually and verbally. **(Experience)**
 * (R)**5.4 "High-Five" will be used to assess whether or not students understand the assignment, have questions to ask, or are in need of help. (**Rethink)** A checklist will be used for students to self-assess themselves with. Peer feedback will be given. **(Revise/Refine)**
 * (E)**5.5 Formative Assessment - **Pre-Assessment:** Survey **Checking for Understanding**: "High-Five" **Timely Feedback:** Checklist. **(Evaluate**)
 * (T)** 5.6
 * Verbal/Linguistic:** Students will use text boxes in Comic Life to describe their character verbally, as well as to incorporate quotes from "Ethan Frome".
 * Visual:** Students will use Comic Life to visually depict their character (through drawings, Photoshop, etc.).
 * Interpersonal**: Students may work with a partner during this assignment.
 * Intrapersonal:** Students have the option of working alone on this assignment.
 * Bodily/Kinesthetic:** Comic Life is a hands-on program! Students may include drawings, paintings, etc. that they have created as well!
 * (O)** 5.7 Students will be able to explain how character development factors into story creation. **(Explanation)** //Product:// Comic, two days. ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that the way in which Edith Wharton chose to introduce and develop characters in "Ethan Frome" plays a significant role in the structure and underlying theme of the novel. **(Where)** It is important to understand character development so that you may fully appreciate a stories meaning and significance. **(Why)** CCSS: //Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (i.e. how the characters are introduced and developed).// **(What)**
 * (H)** 6.2: "Ethan Frome" 1993 Trailer
 * (E)**6.3 Students will know how to analyze characters and considers what the significance of their role is in the story**. (Equip)** An "Ice-Cream Cone" will be used by students to gather facts, ideas, and opinions about characters.**(Explore)** Students will represent the importance of character development in a short movie or movie trailer. **(Experience)**
 * (R)**6.4 "Thumbs-Up" will be used to assess whether or not students understand the assignment, have questions to ask, or are in need of help. (**Rethink)** A checklist will be used for students to self-assess themselves with. Peer feedback will be given. **(Revise/Refine)**
 * (E)**6.5 Formative Assessment - **Pre-Assessment:** Survey **Checking for Understanding**: Thumbs-Up **Timely Feedback:** Checklist. **(Evaluate**)
 * (T)** 6.6
 * Visual:** creating a movie about character development will allow for students to learn visually.
 * Verbal/Linguistic**: students will have to create storyboards and map out their lines for the movie
 * Interpersonal:** Students will work in groups to create the movie.
 * Bodily/Kinesthetic**: Creating a movie is a very hands-on activity; students may create props, function the camera, and act!
 * Musical/Rhythmic**: Students will incorporate audio in the movie for their lines, and may also incorporate music!
 * Naturalist:** "Ethan Frome" is largely set outside, and so students may do all of their filming in nature!
 * (O)**6.7 Students will be able to explain how character development factors into story creation. **(Explanation)** //Product:// Movie, 3 Days. ||

2004 ASCD and Grant Wiggins and Jay McTighe