S3+Martel,+Elizabeth

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR) and Product
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **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 - Students will be able to ...)

=Lesson 1= 2. Show youtube video clip of Dead Poet's Society: http://www.youtube.com/watch?v=2EdWgsTUhmI&feature=related **(Hook)** 3. Students will be provided with worksheets with examples of different styles of writing and will be able to use the resources available. (the web). **(Equip)** Students will use an Idea Wheel in order to identify these styles and describe them. Students will also be asked to use a KWL chart in class. **(Explore)** Students will be separated into small groups to discuss these worksheets. **(Experience)** 4. Student's will then be able to better their knowledge of different writing styles. **(Refine)** Then within small groups (chosen randomly by number) students will have to create an example of at least 2-3 writing styles sharing with one and other. **(Revise)** They can then go back to the previous given examples and compare their own work. They will then be split into alternate groups and share their answers once more. **(Rehearse)** Students can then search the web for more examples of writing styles. **(Rethink)** 5. Rubric (**Evaluate**) 6. (**Tailor**) 7. Students will be able to describe the multiple writing styles used within the text. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will navigate through the piece of literature with an open mind and be open to new styles of writing. **(Where)** Having an open mind when reading different pieces of literature can help in discovering and understanding various styles of writing. **(Why)** **Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.** Product: Students will read various pieces of other literary text with multiple writing styles and be able to recognize these writing styles and highlight or underline them. Then turn that product into a blog. **(What)**
 * Verbal** - Students will be able to write down all notes in their notebooks as well as record them on the handouts.
 * Visual** - The graphic organizer will enable spatial learners to organize their ideas.
 * Interpersonal** - The students will work in groups during the worksheet activity.
 * Intrapersonal**- Students will be able to go back and research and reflect on their work/examples.
 * Kinesthetic**- Students will be working on their computers to research.
 * Logical** - Clearly defining a writing style with a structured worksheet will help logical learners.

9. Take a chapter of the text and analyze the actions and speech of two main characters. Then present this information to the students within a discussion on how those actions can/will affect the characters life throughout the book. **(Hook)** 10. Students can refer back to the book and the specific chapter as reference. **(Equip)** Students will then use a cluster word web in order to organize the different characters as well as their actions and speech. **(Explore)** Students will then be involved in a "team-pair-solo" activity. **(Experience)** 11. The cluster word web will help students to organize and view their ideas. **(Refine)** The team sharing time will help students to collaborate their work and brainstorm. **(Revise)** When students have time to work with others they can give one and other feedback. **(Rehearse)** When students work individually they can use the feedback and brainstorming sessions to re-organize their information and rework their word web. **(Rethink)** 12. Peer Evaluation/ Handout and Rubric for Blog(**Evaluate**) 13. (**Tailor**) 14. Students will be able to contrast the life experiences within the text to their own. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Novelists will often relate the lives of their characters to real life experiences and events. **(Where)** It is essential to be able to relate what is read to what occurs in real life in order to fully comprehend the material. **(Why) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.** Product: Students will write a story that relates their own life experiences to that of one of the characters of the text. Students can then post this story in a blog as well as hand in a written or typed copy. **(What)**
 * Logical**- This activity enables students to organize their ideas in an ordered manner.
 * Linguistic**- Students are able to write down their ideas.
 * Interpersonal**- Students are able to work in groups/ pairs.
 * Intrapersonal**- Students have time to develop their story on their own before sharing and after sharing.
 * Kinesthetic**- Students will be changing groups during the class period allowing for body movement around the classroom.
 * Spatial**- Students will have the word web to visually organize their story.

16. Students will use the computer to research the different theme or themes used in their favorite novel. **(Hook)** 17. Students will then use their favorite book as the basis for a new blog entry about the different themes found within a novel. **(Equip)** Students will then use a describing wheel for each theme to point out characteristics for each. **(Explore)** Students will then participate in a "Circle the Sage" activity. **(Experience)** 18. The describing wheel allows the students to organize all of their ideas. **(Refine)** Working with a other students allows for additional input and allows for sharing of ideas. **(Revise)** Sharing with the entire class/large group allows students for quality feedback. **(Rehearse)** Using this information students can return to their work and re-evaluate. **(Rethink)** 19. Rubric (**Evaluate**) 20. (**Tailor**) 21.Students will be able to evaluate the theme or themes whether explicitly stated or implied in a literary text. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Every piece of literature has multiple meanings allowing for many different interpretations. **(Where)** Understanding that there are multiple meanings and ideas within any piece of text is crucial to developing different interpretations of the text. **(Why)** **Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.** Product: Students will create another blog and journal everyday a summary of in class discussion/views as well as reactions to the text. **(What)**
 * Visual**- The describing wheel 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 appreciate the describing wheel because it will align their themes in a clear sequence.
 * Interpersonal**- Students will interact with their partner and with the entire class.
 * Kinesthetic**- Students will be changing groups during the class period allowing for body movement around the classroom.
 * Intrapersonal**- Students will have time to think on their own after sharing with the class and each other.

23. Students will be separated into three teams and then participate in a "Jeopardy" style game using vocab and other various pieces of information from the text. **(Hook)** 24. Students will then re-read a selection from the book replacing the defined vocab words with alternates, noticing how the selection of text can change in meaning. **(Equip)** The students will use several spider maps in order to organize the vocab and the different meanings it can create. **(Explore)** Students will work individually and then they will be placed into think-pair-share groups. (**Experience)** 25. The spider map allows the students to see in an organized form the multiple meanings a sentence can have by changing the vocab. **(Refine)** Working with others can help to create new ideas and ways of interpreting the vocab and the text. **(Revise)** Allowing all of the students to share with each other can help them to understand the vocab more easily. **(Rehearse)** Then using the gathered information the students can reflection on the vocab in order to study for the vocab quiz. **(Rethink)** 26. Multiple Choice Quiz **(Evaluate)** 27. **(Tailor) Interpersonal**- Students will be working in pairs to complete the assignment 28. Students will recognize and define new vocabulary creating their own vocab quiz. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Every piece of literature has multiple meanings allowing for many different interpretations. **(Where)** The vast amount of vocab within any piece of literature is important to know in order to understand the entirety of the context. Understanding the vocab within the text is crucial in order to understand the multiple meanings of the book. **(Why) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.** Product: Students will be asked to create their own multiple choice quiz using all of the vocab uncovered fro the text. **(What)**
 * Intrapersonal**- Even though students are working in groups they will have to be able to know and study on their own.
 * Visual**- Students will have a spider map to work out their vocab visually.
 * Verbal**- Linguistic students will be able to use their skills to write their vocab down and work with their partners.
 * Kinesthetics**- Kinesthetic learners will appreciate the time during class when they are moving around in their pairs.
 * Logical**- Logical students will also appreciate the spider map because it will place their vocab in a clear form.

30. Students will watch a video clip of the book in order to see how the characters interact with one and other. **(Hook)** 31. Students will be asked to choose a character from the book and to describe that character. **(Equip)** Students will be working individually with their own character then will be asked to find someone who has also chosen that character. **(Experience)** The students will use an ice cream cone chart to identify the different aspects of their character. **(Explore)** 32. The ice cream cone chart helps to view the different aspects of their character in an step by step model. **(Refine)** Working individually students can create their own, unique ideas to share with others. **(Revise)** Working in groups or with those who share the same character can produce new interpretations of the same character. **(Rehearse)** Students can then take their information and re-organize their thoughts before creating their character profile. **(Rethink)** 33. Rubric **(Evaluate)** 34. **(Tailor) Verbal**- Linguistic skills are important in sharing ideas with another. 35. Students will produce a new interpretation of a character within the text. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Novelists will often relate the lives of their characters to real life experiences and events. **(Where)** Being able to identify and relate personal life experiences to the text can help in understanding the characters within the text. **(Why) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.** Product: Students will create a personal profile in a blog about the character of their choice as well as hand in a typed copy. **(What)**
 * Kinesthetics**- Kinesthetic learners will appreciate the internet time when asked to post their character profile.
 * Interpersonal**- Students will work in their character groups communicating with their peers.
 * Intrapersonal**- Students will have time on their own to reflect on their comments before posting.
 * Logical**- Logical students will benefit from the organization of the ice cream cone chart.
 * Visual**- Visual students will benefit from the ice cream cone chart prior to posting on their blog.

37. Students will view another student's interpretation (video) of the book. http://www.youtube.com/watch?v=K-Q2sBrFEME&feature=related **(Hook)** 38. Students will be asked to draft their own views and interpretations of the book. **(Equip)** Students will share their ideas using the team-pair-solo approach. **(Experience)** The students will be using a word web to gather their thoughts and ideas. **(Explore)** 39. The word web will allow students to organize their ideas about the book then be able to incorporate their new ideas. **(Refine)** Working individually after having group time can allow the ideas of others to "sink in", creating new interpretations. **(Revise)** Working in groups then in partners allows for many different opinions and approaches to the book. **(Rehearse)** Working, at last, on their own students can re-organize their thoughts and create a solid approach/story for their new chapter. **(Rethink)** 40. Rubric **(Evaluate)** 41. **(Tailor)** 42. Imagine and create an alternate ending to the book. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Every piece of literature has multiple meanings allowing for many different interpretations. **(Where)** Recognizing the multiple meanings of a text can help to create new interpretations of each chapter allowing for new ideas to emerge. **(Why) Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.** Product: Students will be asked to re-create the ending of the text, writing an alternate ending. **(What)**
 * Verbal**- Students with strong linguistic skills will do well during group feedback.
 * Logical**- Students with strong logical abilities will be able to organize their thoughts using the web chart with ease.
 * Interpersonal**- Students will work in groups on their stories to critique.
 * Intrapersonal**- Students will be able to work alone and reflect on their previous thoughts.
 * Visual**- Students will work with a web to organize their story/chapter.

2004 ASCD and Grant Wiggins and Jay McTighe