S3+Sargent,+Elizabeth

=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 complex characters in //The Great Gatsby// develop, interact, and advance throughout the text.**(Where)** Students will be better able to discern how people develop in the real world like psychologists and psychiatrists, and how to create their own characters in their own stories, like authors, and possibly how they have developed based on certain occurrences in student lives, by studying the characters in //The Great Gatsby//. **(Why)** //Key Ideas and Details// **(What)**
 * (H)** 1.2 Students will follow along on a tutorial on Google Sketch Up that will introduce everyone to Google Sketch Up and get students familiar with the technology. They will then accomplish a task given by me using Google Sketch Up.
 * (E)**1.3 Students will know who are the complex characters, importance of relationships between characters, key scenes, and interactions. **(Equip)** Students will use a Five W's Chart to brainstorm and develop ideas about characters, and then share in partners to review and improve their ideas. **(Explore)** Student will be working in partners to work out and consult about specific characters. They will then get into teams, and partners will quiz and tutor teammates on their specific characters. Partners will then use their improved information about their characters to create a Diorama in Google Sketch Up. **(Experience)**
 * (R)**1.4 During the 3-2-1 activity, students will raise the number of fingers to communicate their level of understanding throughout the activity. (**Rethink),** Self-Assessment using a Checklist, feedback by students using an exit ticket to show where they are and how they feel about their diorama **(Rethink/Revise),** and feedback by teacher on Diorama through a Checklist (**Revise**/**Refine**),
 * (E)**1.5 Formative Assessment -**Pre-Assessment:** (Students will put what they know individually on paper, and then discuss what they know in groups through Think-Ink-Pair-Share.), **Checking for Understanding**: 3-2-1 and **Timely Feedback:** Student- Checklist, Teacher- Checklist **(Evaluate**)
 * (T)** 1.6 **(Tailor)**
 * Verbal;** Students will have the opportunity to discuss how their characters develop, what critical moments spark development in the story, how characters interact with other characters, and how their characters grow and change in small groups. Group members will give feedback to improve their ideas about their characters development.
 * Logical;** Students will think logically by working with another partner team cooperatively to create a graphic organizer in which they integrate each of their characters developments and where each of these changes happened in the story, and look at what they have in common.
 * Visual;** Students will get to see how to use Google Sketch Up, and work with Google Sketch Up in the beginning of the lesson. They will be able to see some ways in which they might want to incorporate certain aspects of Google Sketch Up into their final diorama done on Google Sketch Up. They will also have the chance to make a visual sketch of their scene before making their final diorama on Google Sketch Up.
 * Bodily;** After students work diligently for over an hour they will have the chance to move around as characters do in //The Great Gatsby//, we will play a short song of choice and students will have the chance to sing along and dance like characters do at Gatsby's parties.
 * Musical;** Students will listen to music from the movie //The Great Gatsby// during work on their dioramas. They can also choose to listen to their own music while making their Five W's Chart to brainstorm about their chosen character.
 * Intrapersonal;** Students will work individually to brainstorm their ideas about their characters and scenes on the Five W's Chart.
 * Interpersonal;** Students will work in partners and in groups to assess peer knowledge about characters, and also improve their own knowledge about how their character develops and what sparks those developments.
 * Naturalist;** Students will be able to work outside if the weather cooperates and interact with bodies of water like in //The Great Gatsby.// Students will be going outside and getting in contact with the water, and be near the water like characters did in //The Great Gatsby.// They may also use real natural materials such as: grass, small twigs, etc, in their dioramas.
 * (O)**1.7 Students will be able to describe the development of complex characters. **[Explain]** Diorama, Google Sketchup, 3 **(Organize)** ||

//Key Ideas and Details// **(What)** =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that complex characters in //The Great Gatsby// develop, interact, and advance throughout the text.**(Where)** Students will be better able to discern how people develop in the real world like psychologists and psychiatrists, and how to create their own characters in their own stories, like authors, and possibly how they have developed based on certain occurrences in student lives, by studying the characters in //The Great Gatsby//. **(Why)**
 * (H)** 2.2 Students will be involved in a short play with a pre made script (made by me) in which they act out Gatsby and Tom's confrontation. This will bring the story closer to home for students, and get them involved in the story and the characters. They will get to feel what its like to be some of the characters they will be looking into in depth.
 * (E)** 2.3 Students will know who are the complex characters, importance of relationships between characters, interactions, and developments. **(Equip)** Students will use a Venn Diagram to illustrate the differences in characters and what characters have in common, and then work in Think-Pair-Share groups to share their work. **(Explore)** During the first step of Think-Pair-Share, individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. **(Experience)**
 * (R)** 2.4 When students work on the Capacity Matrix they will use the charts to break down their characters into specific personality changes and correlate those changes with scene changes. **(Rethink)** Self- Assessment using a checklist, feedback by students by a short prompt given by teacher asking students what they came up with for scenes and how comfortable they are talking about their characters, **(Rethink/Revise)** and feedback from teacher through teacher rubric based off from the poster students make on Glogster of their characters.
 * (E)**2.5 Formative Assessment -**Checking for Understanding**: Capacity Matrix and **Timely Feedback:** Teacher-Rubric **(Evaluate**)
 * (T)**2.6 **(Tailor)**
 * Verbal;** Students will be able to talk out loud when doing the Think-Pair-Share activity when they are sharing what they have come up with individually about their characters and scenes of choice, and how they relate and interact in the Capacity Matrix's.
 * Logical;** Students will be using organizational tools such as the Venn Diagram and Capacity Matrix to organize their thoughts about characters into structured ideas about their development.
 * Visual;** Students can make a scrapbook or pre-poster brainstorming scenes on the poster or scrapbook as a storyboard for their characters and scenes they would like to incorporate in their final poster done on Glogster. Students will also have the chance if they choose to create a model poster on paper before they create their final product on Glogster depicting their characters.
 * Bodily;** Student can choose to be part of a play where they read a script pre-made by me as the hook, this will get students closer to the story and the characters and get them up and moving around.
 * Intrapersonal;** Students will be able to work individually and think to themselves about the question posed by me in the Think-Pair-Share activity. This will help students think to themselves about their own ideas, and get ready to share their ideas with their peers.
 * Interpersonal;** Students will be able to share their work in groups after working individually on the Think-Pair-Share activity. This will not only let others know their ideas, but improve their own with peer feedback as well.
 * (O)**2.7 Students will be able to judge the important of complex characters. **[Interpret]** Poster, Glogster, 4 **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that there is more than one theme in //The Great Gatsby//, and they must be able to analyze the theme's development. **(Where)** Themes are often used to combine a variety of resources and activities to allow students to have different types of authentic literacy learning experiences. Authentic literacy learning experiences are those that individuals would have in real life. For example, you might go to a museum to see an exhibit about ancient Egypt. Your guide gives you a booklet on mummies to read. As a follow-up to the visit, you might read the booklet and write to the sources listed for more information about a specific theme you had read about in the booklet. **(Why)** //Key Ideas and Details// **(What)**
 * (H)** 3.2 Students will follow along with the teacher as I use bubbl.us to make a chart that students take part of. Together we make a sample organizer on an irrelevant topic so that students can see what they will be using later on.
 * (E)**3.3 Students will know how to find a theme, how to cite textual evidence, big ideas, and theme. **(Equip)** Students will use a Tree Chart to help illustrate how the theme emerges, and the different ways it emerges in the text. They will then do a three-minute review to make sure teams are working collaboratively and are coming up with good ideas. **(Explore)** Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions. **(Experience)**
 * (R)**3.4 Students are given a prompt during instruction called Decisions, decisions that highlights their opinions of their theme of choice, they share their reasoning, and students are allowed to make changes after the discussion. **(Rethink),** Self-Assessment using Checklist, feedback by students through an exit ticket **(Rethink/Revise),** and feedback by teach on Graphic Organizer done on bubbl.us through a rubric.
 * (E)**3.5 Formative Assessment -**Checking for Understanding**: Decisions, Decisions and **Timely Feedback:** Teacher, Student, Peer, Rubric **(Evaluate**)
 * (T)** 3.6 **(Tailor)**
 * Verbal;** Students will take part in a three-minute review that lets students ask questions about their themes and how it emerges. Discussion will improve verbal students understanding of their theme.
 * Logical;** Students are able to look at an example of the final product (Graphic Organizer), and think about what they will do.
 * Visual;** Students will complete a Tree Chart, this will help visual learners see how the theme emerges in the text.
 * Musical;** Students are able to listen to music while working as long as it doesn't disrupt anyone else.
 * Intrapersonal;** When checking for understanding, they will work individually on Decisions, decisions to highlight their opinions on their theme.
 * Interpersonal;** Students work in teams to collaborate ideas and improve their peers ideas.
 * (O)**3.7 Students will be able to consider how the theme emerges and is refined by specific details. **[Empathy]** Graphic Organizer, bubbl.us, 2 **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that there is more than one theme in //The Great Gatsby//, and they must be able to analyze the theme's development. **(Where)** Themes are often used to combine a variety of resources and activities to allow students to have different types of authentic literacy learning experiences. Authentic literacy learning experiences are those that individuals would have in real life. For example, you might go to a museum to see an exhibit about ancient Egypt. Your guide gives you a booklet on mummies to read. As a follow-up to the visit, you might read the booklet and write to the sources listed for more information about a specific theme you had read about in the booklet. **(Why)** //Key Ideas and Details// **(What)**
 * (H)** 4.2 Students will work collaboratively in groups to come up with possible themes, then report back to the class as a whole about possible themes from the book. This brainstorming activity will let students know of other possible themes they not have thought of before, and give other students ideas. These themes will be left for students to go back to while working.
 * (E)** 4.3 Students will know theme, finding a theme, citation/textual evidence, and developments. **(Equip ) ** Students will use an Idea Rake to organize there themes and write key points of where that theme shows up in the text. **(Explore)** A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer.**(Experience)**
 * (R)**4.4 To check for understanding, students will get an entrance/exit ticket at the start and end of some classes to assess where students are in the project and what they need help with. **(Rethink)** Self-Assessment using checklist, feedback by students through the exit tickets **(Rethink/Revise),** feedback by teacher on Persuasion Map through a checklist.
 * (E)**4.5 Formative Assessment -**Checking for Understanding**: Entrance/Exit Ticket and **Timely Feedback:** Teacher, Checklist **(Evaluate**)
 * (T)**4.6 **(Tailor)**
 * Verbal;** Students will be able to talk with their teammates and discuss questions posed about themes in a game-like atmosphere.
 * Logical;** Students will use an Idea Rake to organize themes and write key point of where that theme shows up in the text.
 * Visual;** Students will be working on a map, and using Inspiration and other Graphic Organizers to brainstorm.
 * Musical;** Students are able to listen to music while working as long as it doesn't disrupt anyone else.
 * Intrapersonal;** Students will use Inspiration to further map out their ideas of themes and how they emerge in the text, giving page numbers and correct citations for future use.
 * Interpersonal;** Students will be working collaboratively in groups to brainstorm themes, and be on teams to answer questions.
 * (O)**4.7 Students will be able to create a theme that follows the development of the text. **[Application]** Map, Persuasion Map, 2 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that there is evidence that supports your inferences in //The Great Gatsby.// **(Where)** Students will be able to see how their inferences could influence how they solve problems in the real world as scientists, psychologists and many others career paths. Making good inferences with good textual support to back up your findings helps future data collection, manipulation, and works on student judgement and common sense. **(Why)** //Key Ideas and Details// **(What)**
 * (H)** 5.2 Students will be posed the question "What is an inference?" and work in groups to come up with an answer. Groups will then report back and group ideas will be recorded for future use and displayed around the classroom for individual use.
 * (E)**5.3 Students will know citation/textual evidence, inferences, citations, big ideas, developments, supporting inferences, and how to make an inference. **(Equip)** Students will sort through the facts (textual evidence) that backs up their inferences and then create their own opinion of what that fact adds to the text through a Fact and Opinion organizer. **(Explore)** Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called. **(Experience)**
 * (R)**5.4 To check for understanding, students will get an entrance/exit ticket at the start and end of some classes to assess where students are in the project and what they need help with. **(Rethink)** Self-Assessment using checklist, feedback by students through writing prompt at end of class: 3-5 sentences, "What does an inference consist of?" **(Rethink/Revise),** feedback by teacher on Circle Plot Diagram through a checklist.
 * (E)**5.5 Formative Assessment -**Checking for Understanding**: Entrance/Exit Ticket and **Timely Feedback:** Student, Checklist **(Evaluate**)
 * (T)**5.6 **(Tailor)**
 * Verbal;** Students will be able to talk in groups about their inferences, and when they are moving around they will be able to interject when they are visiting another group and give helpful commentary.
 * Logical;** Recording evidence as well as being able to brainstorm using the Fact and Opinion worksheet will help logical learners. They will be able to work out inference ideas on paper and then talk about them and support their inferences in groups in a logical manner.
 * Visual;** Students will be making a Circle Plot Diagram and inserting examples where inferences are shown, and how the inference is reinforced using textual examples.
 * Bodily;** When doing the Round Robin Brainstorming activity students will have a chance to move around and listen in and interject on other groups discussions. All groups will have a chance to move around and listen in on another groups ideas.
 * Interpersonal;** Students will be able to work in groups during the Round Robin Brainstorming activity to come up with inferences using group tactics, students take turns coming up with their own inferences and recording and making sure they are coming up with appropriate textual evidence as a group as well.
 * Naturalist;** To make their own observations students will get to observe what is happening around them. They will get to listen in on other groups answers to questions as well as be part of the discussion themselves. They will then get to incorporate any of their observational data into their own personal inferences.
 * (O)**5.7 Students will be able to analyze what an inference needs for textual evidence. **[Perspective]** Diagram, Circle Plot Diagram, 2 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that there is evidence that supports your inferences in //The Great Gatsby.// **(Where)** Students will be able to see how their inferences could influence how they solve problems in the real world as scientists, psychologists and many others career paths. Making good inferences with good textual support to back up your findings helps future data collection, manipulation, and works on student judgement and common sense. **(Why)** //Key Ideas and Details// **(What)**
 * (H)** 6.2 Students will be posed the question "What is strong textual evidence?" and individually write down their answers. Students will then put their answer up on the board, and then we will have a class discussion of what makes textual evidence strong. Making sure that each student knows what strong textual evidence is. Our findings will be recorded on a piece of paper and posted in the classroom as a reference for students later on.
 * (E)** 6.3 Students will know inferences, citation/textual evidence, supporting inferences, big ideas, developments, and how to make an inference. **(Equip)** To help students form a good inference they will brainstorm using an Inverted Triangle organizer. Students will put what they believe the purpose of //The Great Gatsby// is and then work in steps to create a working inference they could support. Students will work in Three-step interview groups to come up with answers. **(Explore)** Students will participate in a Thee-step interview where each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team.**(Experience)**
 * (R)**6.4 To check for understanding, students will get an entrance/exit ticket at the start and end of some classes to assess where students are in the project and what they need help with. **(Rethink)** Peer-assessment using a checklist, feedback from student is a one sentence response before leaving the classroom on an inference they came up with. **(Rethink/Revise)**, feedback by teacher on Xtranormal video through rubric.
 * (E)**6.5 Formative Assessment -**Checking for Understanding**: Circle, Triangle, Square and **Timely Feedback:** Teacher, Checklist **(Evaluate**)
 * (T)**6.6 **(Tailor)**
 * Verbal;** Students will be able to talk in groups and partners by asking clarifying questions about the purpose of //The Great Gatsby// and how their inference is coming along.
 * Logical;** Students will be able to use an Inverted Triangle graphic organizer to organize their ideas and make sure their inference is worded correctly an that they have enough evidence to back up their conclusion.
 * Visual;** Students will be able to look at video sources, that I have found and given to them as resources, to look at the ending scenes of //The Great Gatsby//. This will help students to connect with the real story and also with how the final conclusion was made. They will also get to see how some of the characters came to their final choices based on occurrences earlier in the story.
 * Intrapersonal;** Students will be able to reflect their own thoughts through the exit ticket, and show me what they are having trouble with and what they are excelling at!
 * Interpersonal;** Students will be able to talk in groups and partners by asking clarifying questions about the purpose of //The Great Gatsby// and how their inference is coming along.
 * Naturalist;** Students will be able to make their own observations and conclusions when they brainstorm inferences using the Inverted Triangle organizer. They will record what inferences they can support with supporting evidence.
 * (O)**6.7 Students will be able to recognize strong textual evidence in support of inferences. **[Self-Knowledge]** Movie, Xtranormal, 5 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe