S3+Kinney,+Lydia

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), and **What** (MLR and Product)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Instruction), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding)

=Lesson 1= 2. Present the youtube.com video of a hyperbole{http://youtube.com/watch?v=v7FZgqgnK20} (**Hook**). 3. Students will be provided with a list of elements and resources where they can research them (**Equip**). Students will use a Describing Wheel to organize their definitions. Students will also use a KWL chart as a class (**Explore**). Students will then group together in teams and share their definitions in a "jigsaw" activity. After this activity students will post their definitions on their teams blog (**Experience**). 4. Working alone students will be able to refine their definitions of assigned elements (**Refine**). Working in groups during the "jigsaw" activity allows students to share their knowledge and learn from others (**Revise**). Students will be able to post definitions on a team blog to share their new info with their group (**Rehearse**). Students can revisit the team blog to update or post new ideas (**Rethink**). 5. Rubric (**Evaluate**) 6. (**Tailor**) Verbal - Students will be able to write down all of their ideas and findings and also post them in a blog. Visual - The graphic organizer will enable spatial learners to organize their ideas. Interpersonal - The students will work in groups during the "jigsaw" activity. Intrapersonal- Students will have alone time to research their specific literary elements. Kinesthetic- Student will be working on their computers to research. Logical - Clearly defining an abstract idea will help logical learners. 7. Students will learn to apply specific literary elements to their own compositions (**Organize**). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that literary elements are key components to exceptional writing (**Where**). Incorporating literary elements in to their writing is key to conveying a powerful message to the reader (**Why**). **Students embed narrative writing in a written text when appropriate to the audience and purposes.** Product: Each student will be given specific literary elements that they are to research and gain understanding of what they are and then post them on a team blog (**What**).

9. As a class review and discuss ideas suggested at http://glory.gc.maricopa.edu/~mdesoto/101online_new/assignment3writing.htm (**Hook**). 10. Students will be able to refer to their team blog for a data base of definitions (**Equip**). Students will use a story map to organize their stories (**Explore**). Students will use a "team-pair-solo" activity (**Experience**). 11. The story map will help students organize their ideas (**Refine**). Team sharing will allow students to critique and collaborate their work (**Revise**). When students work in pairs they will be able to work one on one with each others story maps (**Rehearse**). When students work solo they will be able to use the information from the group and pair activities to rework their outline (**Rethink**). 12. Checklist (**Evaluate**) 13. (**Tailor**) logical- This activity enables students to organize their ideas in a logistical sequence. Linguistic- Students are able to write down their ideas. Interpersonal- Students work in groups/ pairs. Intrapersonal- Student have time to develop their story on their own before sharing and after sharing. Kinesthetic- Students will be moving between groups during the entire class. Spatial- Students will have the story map to visually organize their story. 14. Students will be able to make sense of their own thoughts and ideas (**Organize**). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will discover that organizing their thoughts and ideas in a logistical sequence will enable them to develop successful narratives (**Where**). Creating narratives that your audience can follow will enable your audience to better understand your message (**Why**). **Students embed narrative writing in a written text when appropriate to the audience and purposes.**Product: Students will outline a story. They will create characters, a setting, a problem, and a resolution (**What**).

16. Students will watch a retelling of King Author http://youtube.com/watch?v=ESK5Wf0ye7I (**Hook**) 17. Students will use the web quest as their guide (**Equip**). Students will use a story map to organize their thoughts (**Explore**). Students will participate a "Think-Pair-Share" activity (**Experience**). 18. The story map will allow students to organize ideas (**Refine**). Working with a partner will enable students to make edits and share ideas (**Revise**). Sharing with the class will give students a chance for quality feedback (**Rehearse**). Using the information from the class and partner activities students can revisit their piece. 19. Rubric (**Evaluate**) 20. (**Tailor**) Naturalist - Students will be able to direct their narratives with a natural theme. Visual- The graphic organizer is a great visual aid for students who need to organize that way. Verbal- Students will use their linguistic skill while writing and while working with other students. Logical- Logical students will also appreciate the graphic organizer because it will align their stories in a clear sequence. Interpersonal- Students will interact with their partner and with the entire class. Musical- Students can pair their narrative to music that they choose or write. Intrapersonal- Students will have time to think on their own during the "Think- Pair- Share" activity. 21.Students will be able to organize ideas in a logistical sequence with effective transitions(**Organize**). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that organizing their thoughts and ideas in a logistical sequence will enable them to develop successful narratives (**Where**). The real life connection in this lesson is that creating a narrative takes many drafts including the first one (**Why**). **Students embed narrative writing in a written text when appropriate to the audience and purposes.** Product: Students will use a web quest to start creating a story using previously learned material (**What**).

23. Create a list of writing prompts as a class using http://www.canteach.ca/elementary/prompts.html (**Hook**). 24. Students will have a selection of writing prompts to choose from (**Equip**). Students will be assigned to support teams (**Experience**). Students will use a story map as a graphic organizer (**Explore**). 25. Students will be able to work with a story map and the writing prompt selections on their own (**Refine**). Students will be able to use their team mates to navigate the different types of narratives together (**Revise**). Students can share their final drafts with their teammates (**Rehearse**). I will comment on their blogs and students will have time to re-post (**Re-think**). 26. Rubric (**Evaluate**) 27. (**Tailor**) Musical- Students will have the option to pair their narratives to a sound track. Interpersonal- Students will be working in teams to complete the assignment Intrapersonal- Event though students are working in groups they will have their own aspect of the assignment to fufil. Naturalistic- Students will be provided will several prompt selections including nature based prompts. Visual- Students will have a story map to work out their stories visually. Verbal- Linguistic students will be able to use their skills to write their stories and work with team members. 28. Students will be open to using many forms and styles of writing (**Organize**). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. The style of the written text effect the voice present within the text (**Where**). The real life connection in this lesson is that students will be more open minded to different forms and ideas (**Why**). **Students embed narrative writing in a written text when appropriate to the audience and purposes.** Product: Students will be assigned to a group. Each group will have four students in it. The group as a whole will create a story map then each student will work with a differnt point of view to write a story from the story map (**What**).

30. Video of American Idol's Simon Cowell as a non-example of helpful feedback http://www.dailymotion.com/video/x1obzb_american-idol-worst-simon-cowells_music (**Hook**). 31. Students will have a set of guidelines for respectful and helpful critiques as well as the database of information that they have built in their team blogs (**Equip**). Working in a group blog for student critiques (**Experience**). Students will use a problem solution chart so that students can first work out their critiques before they post them (**Explore**). 32. Students will be able to refine their critiquing skills on their own own writing before posting (**Refine**). Students will then view their comments and see how they could make them more insightful or more "user friendly" (**Revise**). Students can then use the graphic organizer to make critiques for their peers (**Rehearse**). Student will post their critiques so that their peers can review their work (**Rethink**). 33. Checklist (**Evaluate**). 34. (**Tailor**) Verbal- Linguistic skills are important in conveying a helpful critique. Kinesthetics- Kinesthetic learners will appreciate the time on the internet. Interpersonal- Students will work in groups communicating with their teammates. Intrapersonal- Students will have time on their own to reflect on their comments before posting them. Logical- Logical students will be helpful in clarifying critiques. Visual- Visual students will benefit from the graphic organizer prior to posting on the blog. 35. Students will be able to reflect critically on their own and others work (**Organize**). || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will be able to organize their thoughts and ideas in a logistical sequence (**Where**). Critiquing your own work whether it is a paper or a story is an important life skill. Critiquing others work will help students be able to spot things in their own work (**Why**). **Students embed narrative writing in a written text when appropriate to the audience and purposes.** Product: Students will interact with members from other blogging teams. Students from one team will be assigned to correct narratives from other teams with helpful feedback and constructive criticism (**What**).

37. Use an edited version of ([|http://youtube.com/watch?v=HSm0Mzmh7kM)] as non-examples of essay writing. (**Hook**). 38.Students will have previous drafts of prompts and the data base of terms that they created. They will have a list of questions to consider (**Equip**). Students will use a three step interview (**Experience**). Students will use a spider map for a graphic organizer (**Explore**). 39. Students will have the chance to write clarifying questions and topics that will help them develop their composition (**Refine**). Students will interview a partner, and be interviewed, and this will help them work out their answers (**Revise**). Students will write a rough draft and post it on their team blog to be critiqued (**Rehearse**). Students can re-work their essay for a final draft (**Rethink**). 40. Rubric (**Evaluate**). 41. (**Tailor**) Interpersonal- Students will work in groups on their blog to critique. Intrapersonal- Students will mostly work alone and reflect on their previous writing. Visual- Students will work with a web to organize their paper. Verbal- Students with strong linguistic skills will do well in creating their reflective paper. Logical- Students with strong logical abilities will be able to organize their thoughts effectively for this paper. 42. Students will be able to analyze styles of writing and their components (**Organize**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. The style of the written text affects voice with the text (**Where**). Reflecting on your own work is difficult but it will, in the end, lead to stronger results (**Why**). **Students embed narrative writing in a written text when appropriate to the audience and purposes.** Product: Students will choose which of their prompts they like best to be published in a class e-book. Then they will write a composition explaining why they choose that prompt and not another (**What**).

2004 ASCD and Grant Wiggins and Jay McTighe