S3+Haigis,+Carinne

= = =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 Name)** 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 authors use certain words and devices to convey deeper meaning (**Where**). // Determine the meaning of words and phrases as they are used in in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone // (**What**). To be able to apply and use one's understanding of character development, point of view, and dialogue to one's own writings and to the works of others (**Why**).
 * (H)**1.2 Before we begin reading, students will be given small cards detailing modern situations that are similar to what happens in __Wuthering Heights__. The students will then discuss these situations and how they would act with their classmates (**Hook)**.
 * (E)**1.3 Students will know character development, dialogue, and point of view, and also understand and be familiar with all of the important characters ( Catherine Earnshaw, Heathcliff, Hindley Earnshaw, Catherine Linton, Edgar Linton, Isabella Linton, Ellen Dean, Lockwood, Linton Heathcliff ), how they think and act, and how they interact with each other throughout __Wuthering Heights__ (**Equip**). We are going to read the first two chapters of __Wuthering Heights__ in small groups (assigned table groups). As the students read, each group will be given an essential character to follow. The groups will, as they read, use a graphic organizer ("Describing Wheel") to help them take notes on this specific character, their important traits and characteristics, and how the author introduces this person to the readers. Afterwards, the class will reconvene and share their findings with their classmates and add their notes to the class diagram (on the projector and uploaded to class wiki so everyone has access to these notes) (**Explore**). Students will be introduced to Blogger and each set up a __Wuthering Heights__ blog. Each individual student will then pick two key characters of __Wuthering Heights__ to follow as they read the book. For every section of the book read, the students will post one blog entry posing as each character in order to practice seeing the book from that person's perspective and using his or her unique dialogue (**Experience**).
 * (R)** 1.4 While they are working in small groups on their character development graphic organizers, the checking for understanding strategy (Thumbs Up/Down) will be used and if there are students who are confused, the teacher will ask guiding questions to help them in the right direction (**Rethink**). Self-assess blog postings using a checklist. Students must submit a hard copy of the entry to the teacher for feedback and then clean up the entry before posting it online. (**Revise/Refine**).
 * (E)**1.5 Formative Assessment - **Pre-Assessment:** Short writing activity in which students answer questions pertaining to universal themes in literature, **Checking for Understanding**: Thumbs Up/Down **Timely Feedback:** Self, Teacher (**Evaluate**).
 * (T)** 1.6
 * Verbal/Linguistic:** Students will be able to read from individual copies of __Wuthering Heights__. A Word Processor will be used to initially type up the blog entries. Students will also be asked to follow the blogs of other students in the class and share comments.
 * Logical/Mathematics:** Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to create a timeline that organizes the important events and years that occurred for a specific character they chose to follow (since __Wuthering Heights__ is not written in chronological order, this would require doing quite a bit of math and logical thinking). Students could also create Venn Diagrams examining similarities and differences amongst the characters they chose to follow.
 * Visual/Spatial:** Students can add pictures and other graphics to their blogs (they are even encouraged to take their own photos) in order to enhance the viewer's understanding of their message.
 * Bodily/Kinesthetic:** Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to act out and videotape scenes from their blog entries with help from their peers.
 * Musical/Rhythmic:** Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to create a song taking the perspective of one of the characters they chose to follow.
 * Intrapersonal:** The blog entries allow intrapersonal students to reflect and journal their thoughts (electronically) and to consider the perspectives of characters in the book.
 * Interpersonal:** Interpersonal students can connect with each other through the blogs by reading the entries of their classmates and leaving appropriate and thoughtful comments on their blogs in order to connect ideas and thoughts.
 * Naturalist:** Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to establish what animal the characters they followed in their blog would be and why giving examples from the text (**Tailor**).
 * (O)**1.7 Students will be able to compare the dialogues of different characters and the way they impact the reader's understanding of each character (**Perspective**). **Product:** Blog Postings **Number of Days:** 1-2 Days (blog postings will continue throughout unit) (**Organize**). ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that authors use certain words and devices to convey deeper meaning (**Where**). // Determine the meaning of words and phrases as they are used in in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone // (**What**). To be able to find, identify, and interpret literary devices in the works of other authors and to be able to include these devices into their own writing (**Why**).
 * (H)**2.2 Students will watch a short video ([]) introducing some of the more popular literary terms. The video also gives examples of these devices in popular songs (**Hook**).
 * (E)** 2.3 Students will know metaphor, Gothic literature, point of view, flashback, dialogue, character development, plot, mystery, tension, suspense, surprise, irony, diction, and symbolism and be able to begin finding examples of these in the text (**Equip**). Students will use the cooperative learning tactic of "Thinkpad Brainstorming" to come up with their own examples of literary devices. After we share these as a group, students will then complete a graphic organizer ("tic-tack toe board") and fill each box in with a literary device and then find an example of each one in the text. We will then play a group bingo game. I will call out different devices learned throughout the day and if the student has written that one, he or she will have to share his or her example with the class. If it is correct, he or she gets to make an "X". The first person or people to get three in a row win the game (**Explore**). Students will be introduced to Glogster and will then begin their assignment of compiling different literary devices and images that represent these and creating a poster/collage that they will then be presenting to the class (**Experience**).
 * (R)** 2.4 After the pre-assessment activity while the students are working in small groups, I will ask students about the different devices specifically ("retelling") to clear up any misunderstandings (**Rethink**). Self assess poster/collage using a checklist. Before actually creating the poster, students will have to submit their literary devices and examples to the teacher to make sure the information is accurate. (**Revise/Refine**).
 * (E)** 2.5 Formative Assessment - **Pre-Assessment:** Ask students to name as many literary devices and elements as they can think of and their definitions. Make a list on the whiteboard. Ask students which ones they think are most important/most widely used and why., **Checking for Understanding**: "Retellings" **Timely Feedback:** Self, Teacher (**Evaluate**).
 * (T)** 2.6
 * Verbal/Linguistic:** Verbal learners will enjoy being able to manipulate words and finding textual examples of the literary devices.
 * Visual/Spatial:** Students will be able to locate and arrange words and images onto the Glogster poster.
 * Musical/Rhythmic:** Students will have the option of choosing to locate a song that uses one of the literary devices discussed in class and play this section of the song while presenting their poster.
 * Intrapersonal:** Students will have the option of working alone to complete the poster to have time to reflect and display their own ideas.
 * Interpersonal:** Interpersonal students can choose to work with a partner in order to be able to discuss their thoughts and work collaboratively.
 * Naturalist:** Naturalistic students could choose to take their own photographs or find pictures online of natural elements to include on their poster that correspond with the text (**Tailor**).
 * (O)** 2.7 Students will be able to demonstrate examples of literary devices in a text (**Explanation**). **Product:** Glogster Collage/Poster **Number of Days:** 2 Days (**Organize**). ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that the way an author chooses to manipulate time within a literary work creates mystery, tension, and/or surprise (**Where**). //Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise// (**What**). To be able to recognize these elements in other places throughout their lives (books, movies, etc.) and to be able to recreate these techniques in their own writings (**Why**).
 * (H)** 3.2 Read a short mystery story ("The Mystery of Sassassa Valley" by Sir Arthur Conan Doyle) aloud to the students and then have a class discussion regarding why it is classified as a mystery and how elements of suspense, tension, and surprise contributed to the plot (**Hook**).
 * (E)** 3.3 Students will know plot, mystery, suspense, tension, and surprise and be able to find and describe specific examples of these in a text (**Equip**). After reading the short mystery story aloud, the students will be asked to consider exactly what constitutes a mystery and how elements of tension, suspense, and surprise contribute to the making of mystery. Students will think silently on this, then they will share with the person seated beside them, and finally, the whole group will discuss the ideas (**Explore**). Students will then be assigned a total of two magazine style articles that they will need to write and that contain elements of suspense, tension, and surprise and relate directly to __Wuthering Heights__. These articles must then be uploaded to the class wiki (**Experience**).
 * (R)** 3.4 During the class discussion, students will have "response cards" that say "yes", "no", and "I don't know". When the teacher asks a question, students will have to hold up one of these cards, but will not be able to speak just yet. The teacher can then clear up confusing concepts and ask students why they answered as they did (**Rethink**). Self-Assess wiki by self editing for spelling punctuation and grammar. Peer edit with someone else in the class for spelling, grammar, punctuation, organization of ideas, and content. Because these articles will be used in the performance task later on in the unit, the teacher will read the articles and grade them, but will also provide feedback and give the students a chance to revise before they need to be graded a second time later on. (**Revise/Refine**).
 * (E)** 3.5 Formative Assessment - **Pre-Assessment:** Ask students exactly what they think mystery, suspense, tension, and surprise are. Make a list on the board that can then be reexamined at the end of class to see how student's views have changed, **Checking for Understanding**: Response Cards **Timely Feedback:** Self, Peer, Teacher (**Evaluate**).
 * (T)** 3.6
 * Verbal/Linguistic:** Verbal learners will benefit from using a word processor and using the comment tool to leave constructive and positive feedback for their classmates while editing.
 * Visual/Spatial:** Visual spatial learners will enjoy finding/taking/creating images to use that correspond with their magazine articles.
 * Bodily/Kinesthetic:** The response card tactic allows bodily/kinesthetic learners to move their bodies in order to answer questions and demonstrate their understanding.
 * Intrapersonal:** The wiki articles allow intrapersonal students to reflect on their thoughts and to consider different viewpoints and perspectives of characters and situations in the book.
 * Interpersonal:** Interpersonal students can connect with each other through the wiki articles by reading the entries of their classmates and discussing their thoughts and ideas with one another on the subject.
 * Naturalist:** Naturalistic students could choose to write one of their articles on the setting for __Wuthering__ __Heights__ (the English moors) and include the flora and fauna and landscape of this area and describe why or why not this natural setting enhances or takes away from the themes of mystery, tension, suspense, and surprise (**Tailor**).
 * (O)** 3.7 Students will be able to use word choice and literary terms to gain a deeper understanding of the text. (**Application**). **Product:** Magazine Articles (2) Uploaded to Wiki **Number of Days:** 2 Days (**Organize**). ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that the way an author chooses to manipulate time within a literary work creates mystery, tension, and/or surprise (**Where**). //Analyze// //how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise// ( **What** ). To gain an understanding of how to think like a writer (how to organize and plan a literary work) and to develop strong writing skills and habits ( **Why** ).
 * (H)** 4.2 At the beginning of class, the teacher will show a "Student Sample" Prezi of a short story to give students an idea of what they will be creating and to get them excited about displaying their story in a new format.
 * (E)** 4.3 Students will know mystery, tension, surprise, i ntroduction, rising action, climax, falling action, and resolution and the ways one can incorporate these elements in a story (**Equip**). Students will be given time to fill out a graphic organizer ("Story Map 2") on their own where they can map out their ideas for their short story (I will provide a "Story Jar" with short writing prompts to get students inspired). They will discuss different ideas and plots for a short story and be able to ask clarifying questions about the assignment with one another. Students will then break off into pairs and go into further discussion and be able to bounce ideas off of one another before forming larger groups (each group member must have a different strongest MI) in which they can give each other feedback on story ideas (this technique is called "Solo, Pair, Team", a reversal of "Team, Pair, Solo") (**Explore**). The next activity will be a writing workshop where students will work individually on computers to begin writing their stories. The teacher will hold conferences with each student individually to hear their ideas for the stories and to give instant feedback on how to make the concept stronger. Once students have written the rough draft of their story, they will submit for teacher feedback before turning it into a Prezi for a final project. (There will be a brief mini lesson on how to use Prezi before this) (**Experience**).
 * (R)** 4.4 The teacher will hold individual writing conferences with each student in order to gauge where students are in the writing process and to get each student to think more deeply about the task (**Rethink**). Self-assess story with a checklist and by self-editing. Peer assess by running ideas off of one another before beginning the writing process. Students must submit a rough draft to the teacher for feedback and then create a final draft before beginning to work on the Prezi. (**Revise/Refine**).
 * (E)** 4.5 Formative Assessment - **Pre-Assessment:** Draw a plot diagram on the board. Ask students which parts of a story go where to see if students have a concept of how to build a story, **Checking for Understanding**: Thumbs Up/Down & Exit Ticket **Timely Feedback:** Self, Peer, Teacher (**Evaluate**).
 * (T)** 4.6
 * Verbal/Linguistic:** These students enjoy working with words and will be able to use Word Processing technology and a variety of graphic organizers to write a short story.
 * Logical/Mathematics:** For these students, graphic organizers will be provided to help them to organize their thoughts in a logical manner.
 * Visual/Spatial:** Prezi is a program that allows a student to place and arrange images and text into a presentation. Visual learners will be able to represent their stories using pictures and creative arrangements of text.
 * Intrapersonal:** During the writing workshop activity, intrapersonal students will be able to have a quiet environment during which to think and organize their thoughts into a story.
 * Interpersonal:** These students may benefit from being able to give and receive feedback from others regarding their stories and will be able to talk out their ideas and plans with others.
 * Naturalist:** A naturalistic student could choose to write a story that takes place in a natural setting and/or includes natural elements to convey the themes of mystery, suspense, tension, and surprise. (**Tailor**).
 * (O)** 4.7 Students will be able to consider an author's use of mystery, tension, and surprise to create plot within a text (**Empathy**). **Product:** A short story presented as a Prezi **Number of Days:** 3 Days (**Organize**). ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will evaluate elements of tension, mystery, and surprise within a literary work (**Where**). // Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise // ( **What** ). To expand upon their understanding of __Wuthering Heights__ and to learn/improve their ability to craft and support a thesis statement (**Why**).
 * (H)** 5.2 Revisit the situations discussed in the the first day's "Hook" segment of the lesson. How do these situations relate to the major themes of __Wuthering Heights__? Have a class discussion to get the ideas flowing.
 * (E)** 5.3 Students will know m etaphor, Gothic literature, point of view, flashback, dialogue, character development, plot, mystery, tension, suspense, surprise, irony, diction, symbolism, introduction, rising action, climax, falling action, resolution, births, deaths, marriages, key events, and comings and goings of characters and how to use these terms and devices to craft a thesis paper (**Equip**). In class, students will finish the last chapter of __Wuthering Heights__ (we will read aloud as a group). Once the book has been finished, students will have five minutes to discuss with their table mates their thoughts on the book, how it ended, and also to ask each other any clarifying questions regarding what they may or may not have understood. The final essay will then be introduced, and students will be given a variety of graphic organizers and methods of organize their thoughts and ideas and to take down notes on what must be included in the essay ("Planning Chart", "Thesis Organizer", Index Cards on White Board...). Students will then be given time to begin planning their essays (**Explore**). The following day will be a writing workshop. I will introduce Google Docs and allow students time to begin getting comfortable with this technology. Students will then be given half of the remaining time to work silently on the essay. For the rest of class, students (and myself) will read the what other students have written so far and offer their feedback and comments (**Experience**).
 * (R)** 5.4 After students have submitted their essay, I will read each essay and offer feedback. Students will then be asked to look over my comments and ask any questions they need to. Students will then be given the opportunity to revise their essays (**Rethink**). Self-assess essay using a rubric and self-editing. Peer editing will occur during the first day of writer's workshop. Students can get feedback from their peers regarding their thesis statements and ideas before delving too deeply into the writing of the essay. Students must submit the essay to the teacher for feedback and then revise it in Google Docs before printing it out for class publication. (**Revise/Refine**).
 * (E)** 5.5 Formative Assessment - **Pre-Assessment:** Ask students a series of yes or no questions: "Who has ever written a thesis paper before?", "Who knows what a thesis is?", "Who knows what a thesis paper is?", "What are the components of a good thesis paper?". Students will raise their hands accordingly and I will then ask for answers to each of these questions (and write these answers on the white board) **Checking for Understanding**: Repeat (students will be asked to repeat the information) **Timely Feedback:** Self, Peer, Teacher (**Evaluate**).
 * (T)** 5.6
 * Verbal/Linguistic:** Verbal learners will be able use a word processor and Google Docs to write their essay and will be able to convey their thoughts and ideas exclusively through words.
 * Logical/Mathematics:** Thesis papers are a very logical form of writing in which their is a distinct formula (introduce thesis, supporting paragraphs, restate thesis and conclusion) that is used in writing. Students will fill out a thesis paper graphic organizer that will allow them to see how their thoughts fit together and need to connect within the essay.
 * Visual/Spatial:** Students will be provided with a variety of graphic organizers to organize their thoughts on the essay. One such organizer would be an "Idea Web" so the visual/spatial learners could display their ideas in a visual manner.
 * Bodily/Kinesthetic:** Students will be able to organize their thoughts and ideas for writing their essay in a variety of ways. One way would be to write their thoughts and ideas (single words and/or concepts they want to include) down on index cards and clip these to the whiteboard. Bodily/Kinesthetic students can then physically move their ideas around to figure out an order and structure that makes sense to them.
 * Musical/Rhythmic:** While students are writing in class, I will play music that contains themes and tones of tension, suspense, mystery and surprise to get the musically inclined students in the mood to write about these same elements in __Wuthering Heights__ and to help them to understand that these ideas can be found in an area they are interested in.
 * Intrapersonal:** This paper provides students with the opportunity to reflect on their thoughts on __Wuthering Heights__ and to connect its major themes to themselves and to their own world.
 * Interpersonal:** Students will peer edit in small groups so that each student can get feedback from a variety of individuals and discuss their ideas with others.
 * (O)** 5.7 Students will be able to evaluate elements of tension, mystery, suspense, and surprise within a literary work (**Interpretation**). **Product:** Final Essay (Google Docs) **Number of Days:** 3-4 Days (**Organize**). ||

plot, mystery, tension, suspense, surprise, irony, diction, symbolism, introduction, rising action, climax, falling action, resolution, births, deaths, marriages, key events, comings and goings, Catherine Earnshaw, Heathcliff, Hindley Earnshaw, Catherine Linton, Edgar Linton, Isabella Linton, Ellen Dean, Lockwood, Linton Heathcliff, and how all of these characters, terms, and elements combine and interact to lead to a reader's deeper understanding of the text (**Equip**). After the hook activity, students will be given the goal reasons graphic organizer to fill out with what their ideas on the various goals and themes of __Wuthering Heights__. After the introduction of the Inspiration assignment, students will then use the "Three Step Interview" cooperative learning tactic to clarify any confusing concepts (**Experience**). Students will create an Inspiration concept map that links together all of their thoughts and ideas and the different themes of __Wuthering Heights__ and connect these concepts to themselves and to the real world in order to reach an understanding of how literature can impact our lives. Students will share their Inspiration maps with the members of the teams they formed at the start of this lesson during the hook activity (**Explore**).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that reading more deeply into the text is an essential life skill (**Where**). //Determine the meaning of words and phrases as they are used in in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone// (**What**). To realize that reading and thinking deeply about a text can be useful in life and that through reading, we can establish connections with other literary works and with the world around us ( **Why** ).
 * (H)** 6.2 When the students walk into the room, the teacher will present each student with a slip of paper with a character's name written on it. Students will then have to form groups of four in which no character is repeated and examine situations with that specific character's viewpoint in mind.
 * (E)** 6.3 Students will know m etaphor, Gothic literature, point of view, flashback, dialogue, character development
 * (R)** 6.4 After students share their concept maps with one another, they will be able to finalize the map and make any changes or further connections they may have missed (sharing their Inspirations with one another may have given them more ideas) (**Rethink**). Self-assess by comparing their concept map to the Goal Review graphic organizer they filled out at the start of this lesson. Did they include all the aspects they thought were important? Peer feedback will occur when the students share in small groups. Teacher feedback will occur as they are creating their concept maps. I will have a mini conference with each student as they are working to see what their thoughts were on the book and to offer feedback on their Inspiration maps. (**Revise/Refine**).
 * (E)** 6.5 Formative Assessment - **Pre-Assessment:** The Goal Review Graphic Organizer will inform me of what students think the main ideas and concepts of __Wuthering Heights__ are. **Checking for Understanding**: Observe students as they are working on the map to see how they work and make connections. **Timely Feedback:** Self, Peer, Teacher (**Evaluate**).
 * (T)** 6.6
 * Verbal/Linguistic:** Verbal/Linguistic learners can work with passages from the book and can write their own thoughts in the concept map to display their understanding of key themes and concepts.
 * Logical/Mathematics:** The Inspiration program on the computer is a way for logical/mathematics learners to organize their thoughts on the themes and ideas from __Wuthering Heights__ and to display them in a logical manner.
 * Visual/Spatial:** Visual/Spatial learners can choose to add images that convey the themes to the concept map.
 * Musical/Rhythmic:** Students can choose to add song lyrics and names of songs that relate to the themes of __Wuthering Heights__ to the Inspiration concept map.
 * Intrapersonal:** Intrapersonal students can reflect on their knowledge of key themes and ideas from the book and use the concept web to organize their thoughts.
 * Interpersonal:** Interpersonal students can choose to discuss their ideas with others. They can also share their concept maps with other students to reach a broader understanding of how different people think.
 * (O)** 6.7 Students will be able to recognize the necessity of reading deeply into the meaning of a literary work (**Self-Knowledge**). **Product:** Digital Concept Map **Number of Days:** 1 ||

2004 ASCD and Grant Wiggins and Jay McTighe