S3+Buys,+John

=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= (**Rethink),** Self-Assessment using Checklist, feedback by students **(Rethink/Revise),** Using checklists students will revise their work. This checklist is also the core checklist the teacher with assess the wiki with. (**Revise**/**Refine**) Linguistic: Students will have the opportunity to discuss content for their wikis in groups. Logical: Students will categorize and classify content from content and for wiki on their graphic organizer. Spatial: The graphic organizer allows students to organize their thoughts and content through visual methodology. Kinesthetic: Teams will have to to go to specified locations for their team discussion and then from pairs until they are ready to organize thoughts solo. Musical: Music videos as a hook will involve students. Interpersonal: Discussion of content in groups as team and pair formats. Intrapersonal: Solo time and ticket to ride allow students to personalize their thoughts and reactions to content. Naturalist: Include setting: locations/physical/weather as a motif in literature to explain what students are looking for. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that complex characters interact with other characters and develop as the plot advance developing theme, motivation and complexity. **(Where)** We are all complex characters that are products and reactions to culture such as favorite artists. **(Why)** CCSS: Key Ideas and Details and Craft and Structure. **(What**)
 * (H)**1.2 Using music videos of current popular artists students will reflect on what we can understand about our own culture from popular music videos. (**Hook)**
 * (E)**1.3 Students will know definitions and examples of literary devices such as theme, characters, plot, etc. (**Equip**) Story Map 1 will clarify characters and themes and plot devices for students to organize their thoughts on paper preparing them for displaying relevant information on their wiki and Team-Pair-Solo will help students analyze the info they will post on the wiki in larger groups narrowing until the are comfortable on their own.**(Explore)** Wiki that will be able to organize characters, themes, and literature by themes.(**Experience**)
 * (R)**1.4 Checking for Understanding : Ticket to Ride which gauge students individual understanding after they are finished in their pairs then they can begin work on their wikis
 * (E)**1.5 Formative Assessment: Pre-Assessment**:** KWL Chart . Checking for Understanding: Ticket to Ride. Timely Feedback**:** Self/Peer/Teacher Cheklist **(Evaluate**)
 * (T)**1.6
 * (O)**1.7 Students will be able to demonstrate culture's influence in character, complexity, plot, and theme. **(Explain)**, Product: wiki Type II Technology, Number of Days: 3 **(Organize)** ||

Linguistic: Jigsaw requires students to brainstorm and communicate their thoughts and organization of the different mediums. Spatial: Idea Sketching and picture metaphors to explain the different mediums during discussion. Logical-mathematical: Categorizing the mediums into the Venn Diagram displays logical-mathematical intelligence. Kinethetic: Movement between individual learning and group learning during the Jigsaw exercise incorporates bodily intelligence. Musical: Fine arts medium comparisons can involved musical comparisons to further demonstrate the point. Interpersonal: Group discussion of mediums during jigsaw exercises. Intrapersonal: The individual time during the jigsaw exercise allows intrapersonal students to organize their thoughts before sharing in discussion. Naturalist: Fine arts mediums could involve landscape paintings. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that differing artistic mediums reveal unique aspects of culture and character's complexity **(Where)** Advertisement and information are passed in different mediums **(Why)** Integration of Knowledge and Ideas and Craft and structure. **(What)**
 * (H)** 2.2 Students express themselves through a variety of mediums: Facebook, blogs, twitter, etc. Ask them how do different mediums function to present the idea you want to share.
 * (E)** 2.3 Students will know terminology related to mediums such as novel, short story, poem, and drama. **(Equip)** Venn Diagrams organize difference and similarities between different types of mediums. Jigsaw requires students to individually become representatives for a particular medium. They then go into a large group to discuss the advantages and disadvantages of each. **(Experience)** Students will create a Glogster that features the differing mediums and different aspects of them. **(Explore)**
 * (R)** 2.4 Students can pick different color codes to explain their readiness and understanding with the content **(Rethink)** Students will use a rubric for content on their Glogster **(Revise/Refine)**
 * (E)** 2.5 Formative Assessment: Check for understanding: Color Cards. Timely feedback: Self/Peer/Teacher Rubric. **(Evaluate)**
 * (T)** 2.6
 * (O)** 2.7 Students will be able to propose how different mediums reflect culture. **(Application)** Product: Glogster, Number of days 2. **(Organize)** ||

Linguistic: Debate and Googledocx. target linguistic learning strengths. Spatial: Graphic organizers present thoughts in visual mediums. Logical-mathematical: Graphic organizers allow logical students to categorize their thoughts on paper. Kinesthetic: Body movement and gestures will be required for debate. Musical: Background music while students are working on paper is a possible option. Interpersonal: Both the debate and and peer editing on essay will encourage student interaction. Intrapersonal: Googledocx. requires students to work individually with their thoughts. Feeling toned time will be able produced from the one on one contact that Googledocx. can allow students to express. Naturalist: Windows onto learning exercise to discover regional versus universal aspects of perspective and point of view in literature. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that complex characters interact with other characters to develop as the plot advances developing motivation, complexity, and theme. **(Where)** Globalization and increasing world diversity are imperative for global citizens. **(Why)** Key Details and Details and Craft and Structure **(What)**
 * (H)** 3.2 Student will analyze the diversity of the clothing they are wearing and reflect on it.
 * (E)** 3.3 Students will know critical details and terminology for literature and mediums as well as important events and people. **(Equip)** Flowchart will detail how universal and regional influences effect different characteristics in literature **(Explore)** Three minute review fir discussing Google docx. essay. **(Experience)**
 * (R)** 3.4 Debate regional versus universality of different texts. **(Rethink)** Using a rubric, students will create their paper. **(Revise and Refine)**
 * (E)** 3.5 Formative Assessment: Check for understanding: Debate. Timely Feedback: Self/Peer/Teacher Rubric
 * (T)** 3.6
 * (O)** 3.7 Students will be able to evaluate universal and regional characteristics and themes. **(Interpretation)** Product: Googledocx. essay, number of days 4. **(Organize)** ||

Linguistic: Numbered heads and interviews require students to express different culture in verbal expression Spatial: Graphic Organizer will help students express understanding of perspectives of different literary works. Logical-mathematical: Socratic questioning will help students self-discover what details are pertinent to understanding culture in literary works. Kinesthetic: Students will have to act as an author or literary character in their Imovie. Interpersonal: Students will have to interact socially with culture in literature in numbered heads and and Interview Intrapersonal: Interview will require students to personally understand their character or author on an individual level. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that authors' different and divergent cultural experiences are reflected within their literary works. **(Where)** People come with opinions and experiences that complicate perspectives. **(Why)** Craft and Structure & Key Ideas and Details **(What).**
 * (H)** 4.2 Students will read two opinion pieces on a similar issue and analyze what different perspectives do.
 * (E)**4.3 Students will know literature terminology and key details relating to literary devices and critical details about authors. **(Equip)** Persuasion Graphic Organizer to understand evidence in works and Numbered heads will have teams created and individuals working in teams and then relaying the info back to original teams **(Explore)** Students will make an Imovie of an interview between a talk show host and an author or character. **(Experience)**
 * (R)** 4.4 Students will use a pollster to display understanding **(Rethink)** A rubric will be necessary to help students understand what students need to cover in their Imovie. **(Revise and Refine)**
 * (E)** 4.5 Formative Assessment: Check for Understanding: Clickster. Timely Feedback: Rubric for self/peer/teacher.
 * (T)** 4.6
 * (O)** 4.7 Students will be able to contrast universal and regional characters and themes as a result of cultural experience **(Perspective)** Product: Imovie, number of days: 3 **(Organize)** ||

Linguistic: Discussion and Blog will help students verbally organize thoughts and reactions to author's differing cultural experiences. Spatial: Graphic Organizer and Blog arrangement will help visual learners express their reaction in their strength. logical: Graphic Organizer and Sage will require students to problem solve and categorize thoughts. Kinesthetic: Students will be encourage to relax for music hook and a comfortable discussion environment. Musical: The hook with different songs encourages musical understanding Interpersonal: Discussion is designed to encourage social interaction to understand different cultural experiences. Intrapersonal: Blog will allow students to express personal reaction to discussion and different mediums. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that author's different and divergent cultural experiences are reflected within their literary works. **(Where)** Experience creates self. As adolescents are self-discovering they need to analyze their own experiences. **(Why)** Craft and Structure and Key Ideas and Details **(What)**
 * (H)** 5.2 Students will listen to songs and cover songs as a reflective study of how artists and time affect meaning.
 * (E)** 5.3 Students will know literature terminology and key details relating to literary devices and critical details about authors. **(Equip)** Idea Rake to organize evidence in works and **C**ircle the Sage where individual students explore their topic and then relate it to the group **(Explore)** Students will make a Blog detailing what different perspectives are reflected in the literary works. **Experience)**
 * (R)** 5.4 Students will have a discussion **(Rethink)** A Checklist for the blogs will list the requirements necessary to post about **(Revise and Refine)**
 * (E)** 5.5 Formative Assessment: Check for Understanding: Discussion. Timely Feedback: Checklist for self/peer/ and teacher.
 * (T)** 5.6
 * (O)** 5.7 Students will be able to consider the advantages and disadvantages of cultural experience in Literature. **(Empathy)** Product: Blog, Number of Days: 3 **(Organize)** ||

Linguistic: Journals and and Newspaper will help students verbally express their understanding of different medium's benefits. Spatial: Newspaper and Journal could be expressed in visual techniques to discuss mediums. Different mediums (painting, sculpture, etc.) is right up spatial student's strength. Logical-Mathematical: The graphic organizer will help logical-mathematical students to organize their thoughts comparing and conntrasting fine arts and their benefits and disadvantages. Kinesthetic: Partners project will require specific movement between groups. Interpersonal: Partners project will help learners discuss mediums in a social setting. Intrapersonal: Journals and articles will encourage students to internalize material and organize personal responses to different mediums presentations. Musical: Students can review music for their article. Naturalist: Students can review fine arts about the natural world.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that differing artistic mediums reveal unique aspects of culture and character complexity **(Where)** Everyone has strengths and limitations. Understanding them in literature is a way to understand one's own. **(Why)** Key Details and Craft and Structure **(What)**
 * (H)** 6.2 Taking one famous image such as the Pieta and analyzing in it different mediums discussing different benefits and losses.
 * (E)** 6.3 Students will know critical details about culture, authors, and terminology relating to different literary mediums. **(Equip)** Tic-Tac-Toe chart will help organize different approaches to different mediums benefits and disadvantages and Partners where the students break apart into two groups to create an understanding to bring back to the whole group. **(Explore)** Students will create an MTN2 online newspaper. **(Experience)**
 * (R)** 6.4 Students will create Journals detailing reactions to different mediums interpretations. **(Rethink)** Students will help create checklists of what necessary elements need to be covered in the newspaper **(Revise and Refine).**
 * (E)** 6.5 Formative Assessment: Check for Understanding: Journals. Timely Feedback: Checklist for Self/Student/ and Teacher.
 * (T)** 6.6
 * (O)** 6.7 Students will be able to recognize different mediums' benefits. Product: MTN2 Online Newspaper **(Self-Knowledge)** Number of Days: 3 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe