S3+Sanborn,+Kellie

=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 argumentative writing must consider all sides of the underlying idea. **(Where)** //Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.// **(What)** It is necessary to understand how to back up opinions in order to self-advocate anywhere in life. **(Why)**
 * (H)** 1.2 Situation involving a controversial topic (presidential candidates). **(Hook)**
 * (E)** 1.3 Students will know supporting arguments. **(Equip)** Create a pros and cons list displaying the positive and negative characteristics of the presidential candidate who they would not vote for. Ask neighboring classmates for ideas and opinions. Share ideas as a class. **(Explore)** Have students research candidates' stances on issue. Introduce students to InDesign and different tools necessary to create a magazine format. Students will use Adobe InDesign to create a magazine article with fictional interviews from both sides of the issue. **(Experience)**
 * (R)**1.4 Consider others' opinions and other ideas. **(Rethink)** Look over pros and cons list and consider whether students are understanding differences or just pre-conceived judgements. **(Revise/Refine)** Use a checklist to have students self-assess their magazine article and then use the same checklist to give teacher feedback.
 * (E)**1.5 Formative Assessment - **Pre-Assessment:** Quick-write about what they know about supporting ideas. **Checking for Understanding:** discuss with peers and class, **Timely Feedback:** Self, Teacher
 * (T)** 1.6
 * Verbal:** Students will have the chance to write in a way which involves arranging words in the most appealing and persuasive way they can.
 * Logical:** Students will use logic to understand what is and isn't a viable argument.
 * Visual:** Students will create a magazine article in InDesign.
 * Interpersonal:** Students will ask others' opinions on the presidential candidates.
 * Intrapersonal:** Students will reflect upon their own views and will have time to write on their own.
 * Naturalist:** Students will be asked to look into the presidential candidates' views on environment conservation.
 * (O)**1.7 Students will be able to consider (**Empathy**) the other side of an argument. **(Organize)**
 * Product:** Magazine Article
 * Number of Days:** 2-3 ||

Product: Online Forum Number of Days: 1-2 || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that argumentative writing must consider all sides of the underlying idea. **(Where)** //Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.// **(What)** In life, one must keep an open mind to new ideas in order to progress with the rest of the world. **(Why)**
 * (H)**2.2 Students will be shown a [|video of a two-sided debate on the legalization of abortion]. **(Hook)**
 * (E)** 2.3 Students will know supporting arguments. **(Equip)** Have a class discussion in which the desks are set up in a circle and notes are taken on the board about the points which each of the characters in the video made. **(Explore)** Introduce online forum site. Have students research and start creating their first post on one side of abortion. Assign for homework to comment opposing arguments to at least three separate posts from classmates. **(Experience)**
 * (R)** 2.4 Consider their own opinions and how others' opinions might be valuable to their own. **(Rethink)** Check over original posts to the online forum and decide whether students need further explanation of comparing and contrasting ideas and view points. **(Revise/Refine)**
 * (E)** 2.5 Formative Assessment - **Pre-Assessment:** Use the evidence which I have observed from the previous lesson as a pre-assessment for this one. Checking for Understanding: explain to neighbor, **Timely Feedback:** peer, teacher
 * (T)** 2.6
 * Verbal:** Students must carefully choose the words they use to make their postings as effective as possible.
 * Logical:** Students will consider logical counteractions to each others' postings.
 * Visual:** Students will watch a video at the beginning of class with characters representing sides to an issue.
 * Interpersonal:** Students will be working on peer relationships by discussing ideas through an online forum.
 * Naturalist:** Students will consider the natural consequences of abortion and what it means in terms of biology and life.
 * (O)** 2.7 Students will be able to compare and contrast supporting ideas for both sides of an argument. **(Self-Knowledge)**

Product: Web Page Number of Days: 3 || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that an argumentative writing piece must be centered around a strong thesis. **(Where)** //Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.// **(What)** In any situation, if your point is unclear, then there is no basis for your supporting arguments. **(Why)**
 * (H)** 3.2 Students will be asked to take a look at the websites advertising [|"no on question 1"] and [|"yes on question 1"] in order to get a feel for the setup of a political or argumentative website. **(Hook)**
 * (E)** 3.3 Students will know thesis, planning process. **(Equip)** Discuss in small groups the differences and similarities of the targeted audiences and setup of each website. **(Explore)** Introduce Adobe Dreamweaver, wikispaces, or some other form of web page generator. Give an explanation of the idea of a thesis statement. Students will then be asked to come up with sub-categories of how they would break up their website and from those sub-categories create a "hook sentence" for their home page. **(Experience)**
 * (R)** 3.4 Consider how the organization of something such as a website centers around one idea or theme. **(Rethink)** Listen and observe small-group discussions and ask questions to students during explanation of thesis. **(Revise/Refine)**
 * (E)** 3.5 Formative Assessment - **Pre-Assessment:** Give a pre-quiz on the political issues that are up for vote this year to assess background knowledge. **Timely Feedback:** Teacher, Self
 * (T)** 3.6
 * Verbal:** Students will read and analyze the impact of word choice and arrangement.
 * Logical:** Students will consider the arrangement and order of ideas on the websites.
 * Visual:** Students will consider how the visuals of each website affect their effectiveness.
 * Kinesthetic:** Students will be given the opportunity to move about the room to discuss with peers and given the option to arrange ideas and phrases using sticky notes.
 * Musical:** Students will be asked to find a song which relates to their main idea.
 * Interpersonal:** Students will work in groups.
 * Intrapersonal:** Students will consider and assess their own beliefs and views on the question.
 * (O)** 3.7 Students will be able to reflect upon their big ideas in order to form a thesis. **(Application)**

Product: Google doc Number of days: 1-2 || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that an argumentative writing piece must be centered around a strong thesis. **(Where)** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. **(What)** Choosing the right words is necessary in life, not only so that the people you are interacting with understand what you have to say, but so that they feel compelled to listen to what you have to say. **(Why)**
 * (H)** 4.2 Have students listen to a [|rap] about thesis statements. **(Hook)**
 * (E)**4.3 Students will know thesis, supporting argument, syntax, diction, and planning process. **(Equip)** Teach a mini-lesson about thesis statements. Give a handout which has several examples of thesis statements and non-thesis statements and have students decide which statements are and are not thesis statements. Explain the prompt for the final assessment and have students consider what their thesis might be and write several versions of it into a google doc. Have students post the links to their google docs and critique one another's thesis statements for clarity, legitimacy, and question where they might go with the paper. **(Experience)**
 * (R)** 4.4 Think about how their thesis statements could be improved by looking at other peoples' thesis statements. **(Rethink)** Give students a chance to go back and make adjustments to their thesis statements based on input they have received and input they have given to other people. **(Revise/Refine)**
 * (E)** 4.5 Formative Assessment - **Pre-Assessment:** Worksheet on thesis statements/not thesis statements. **Timely Feedback:** Teacher, Peer, Self
 * (T)** 4.6
 * Verbal:** Students will consider the power of their words by constructing a single sentence which speaks for the entire paper.
 * Logical:** Students will consider mathematically how word order plays a role in the effectiveness of a sentence.
 * Musical:** Students will listen to a rap which explains the role of a thesis statements.
 * Interpersonal:** Students will critique each others' thesis statements and work on giving one another feedback.
 * Intrapersonal:** Students will need to assess their own opinions on their stance on the probationary limit on drivers' licenses.
 * Naturalist:** Students will need to consider the natural consequences of allowing teenagers to have other kids in the car while they are driving and how that might affect the world around them.
 * (O)** 4.7 Students will be able to illustrate their ideas and arguments through one strong thesis statement. **(Interpretation)**

Product: Mind Map Number of Days: 1 || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that any piece of writing requires supporting ideas. **(Where)** //Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.// **(What)** Without backing up what you say, there is no validity to a statement. **(Why)**
 * (H)** 5.2 Show a [|video] which explains the importance of supporting arguments. **(Hook)**
 * (E)** 5.3 Students will know thesis, supporting argument, planning process, paragraph order, sentence order within a paragraph. (Equip) Introduce Inspiration Software. Allow students to practice using Inspiration. Ask students to start mapping out reasons why their thesis statement (from last class) is true using a mind-map. **(Experience)**
 * (R)** 5.4 Consider the validity of their thesis statements. (Rethink) Give students a chance to go back and make adjustments to their thesis statements based on the results of their mind-mapping. **(Revise/Refine)**
 * (E)** 5.5 Formative Assessment - **Pre-Assessment:** Ask students to do a quick-write about ideas that would back up their thesis statements. Timely Feedback: Teacher, Self
 * (T)** 5.6
 * Verbal:** Students will be writing down their supporting arguments.
 * Logical:** Students will use logic to consider why their statement is valid.
 * Visual:** Students will visualize the order of their ideas using a mind-map.
 * Kinesthetic:** By using Inspiration on an iPad, students are able to sort their ideas by moving them around.
 * Interpersonal:** Students will be asked to consider what the reactions of other people might be to their reasonings.
 * Intrapersonal:** Students will be asked to reflect on the validity of their statements on their own.
 * (O)** 5.7 Students will be able to derive supporting ideas from their theses. **(Explanation)**

Product: Interactive Graphic Organizer Number of Days: 2 ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that any piece of writing requires supporting ideas. **(Where)** //Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.// **(What)** Choosing the most relevant information is crucial to any form of explanation. **(Why)**
 * (H)** 6.2 Activity: Students will take the supporting ideas which they created last class and write them on sticky notes, then place them into categories based on relevance and relationship to one another. **(Hook)**
 * (E)** 6.3 Students will know supporting argument. **(Equip)** Students will first be asked to take the mind-map that they made last class and to write down each of the ideas on a sticky note. They will then sort the ideas based on their relation to one another and their importance to the argument. Students will choose the most important ideas and organize and detail them into an interactive [|graphic organizer]. Students will then group into partners and looks over one another's organizers and comment with thoughts. **(Experience)**.
 * (R)** 6.4 Students will reconsider their arguments and assess which are most valuable to their argument. **(Rethink)** They will then be asked to elaborate on why they are important and use different arguments if these ones do not prove themselves sufficient. **(Revise/Refine)**
 * (E)** 6.5 Formative Assessment - **Pre-Assessment:** Give a short quiz on essay format. **Timely Feedback:** Peer, Self, Teacher
 * (T)** 6.6
 * Verbal:** Students will write down their ideas and consider how they might be stated most effectively.
 * Logical:** Students will sort their ideas into categories.
 * Visual:** Students will organize their ideas into a graphic organizer in order to visualize the layout of their essay.
 * Kinesthetic:** Students will use sticky notes to organize their ideas and figure out which ones are most important by moving them around.
 * Interpersonal:** Students will work with partners to help one another with their supporting arguments.
 * Intrapersonal:** Students will consider the arguments they have written down and choose which ones are most important to them.
 * (O)** 6.7 Students will be able to decide which supporting arguments from their theses will be most useful to their paper. **(Perspective)**

2004 ASCD and Grant Wiggins and Jay McTighe