S3+Clark,+Nicole

=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= 1.2 I will begin the class with a humorous story, and then ask the students what they liked about it. I will then segue by asking them what the beginning of my story was, what happened in the middle, and how it ended. **(Hook)** 1.3 Students will know narrative, personal narrative, introduction, body, conclusion, hook, climax, setting, characters (see notes) (**Equip**) The "Ice Cream Cone" graphic organizer will be used to outline the major components of a narrative's introduction, body, and conclusion. (**Explore**) Students will work in sequence chains to provide a visual representation of major narrative events. They will be put in pairs, and three stations will be set up (one for beginning, one for middle, and one for end). Students will move along the three stations and add their own input on a big list of what each area involves. One that is done, they will come together as a class to create a Glogster that shows all of their lists in an online, visual format that everyone can go back to and access any time. (**Experience**) 1.4 The checking for understanding strategy used will be Pop It (Bubble Wrap). Students will write what they want to know about the organization of personal narratives on a dot sticker. Each sticker will be placed on bubble wrap. When their topic has been covered, the students will pop that bubble on the bubble wrap. (**Rethink**) Students will self-assess by writing a brief summary of what they have learned from this lesson in a blog entry.(**Rethink/Revise**) Teacher feedback will be given in the form of a comment on the blog entry. (**Revise/Refine**) 1.5 **Formative Assessment:** **Pre-Assessment:** Google Forms questionnaire on what students already know about writing narratives AND using iMovie. **Checking for Understanding:** Pop It (Bubble Wrap) **Timely Feedback:** Blog Entry, Teacher Comment on Blog **(Evaluate ) ** 1.6 **Tailors** 1.7 Students will be able to describe the major components of a narrative introduction, body, and conclusion. (**Explain)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that all narratives have a beginning, middle, and an end. (**Where**) //Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.// (**What**) This is important because you need to know the major components of a type of writing to be able to write it yourself later on. Personal narratives can be used in a variety of settings, such as applying for a college scholarship or moving a group of people to follow you in a political speech. (**Why**)
 * Linguistic**: Students will write a summary of what they learned from this lesson in their individual blog.
 * Bodily/Kinesthetic:** Students will move from station to station to add things to the "beginning/middle/end" lists.
 * Musical:** A funny musical sound will signal that it is time to move to a new station.
 * Naturalist:** Paper will be "green" (eco-friendly), there will be plants in the classroom, and perhaps if students finish the list in time they can visit with the class pet.
 * Logical/Mathematical:** Students will make concise, bulleted lists in each of the sequencing areas.
 * Interpersonal:** Students will work in groups to brainstorm and list the major components of each section (beginning, middle and end).
 * Intrapersonal:** Students will self-reflect on what they learned in their own personal blog entries.
 * Visual:** Students will make a Glogster to visually represent the material.
 * Product:** Glogster **Days:** 2 (**Organize ) ** ||

2.2 I will have the students start out with a creative story write-and-pass. I will cluster the desks into groups of four. Each student will receive a piece of lined paper, which they will start a story with when I say the word "GO." After one minute of writing, I will have them stop and fold over where they wrote. They will then each pass their paper to the person left of them, making sure they don't peek at what was written before! I will have the students start writing again, and this process will continue until everyone has their own paper back again. At this point, I will have students open up their paper entirely and read the "story" in full. There should be a lot of laughter. They can share really funny ones with the class, and then we can discuss as a class why that method of story writing doesn't exactly work. Yay for successful segues! (**Hook**) 2.3 Students will know...(see notes) exposition, rising action, climax, falling action, resolution, plot outline (**Equip**) The Story Map (II) graphic organizer will be used to map out the students' own stories before they begin the process of actually writing their narratives. (**Explore**) Students will work in partners for peer editing once the first draft of the narrative has been completed. They will use Google Docs to share their papers with their partners, utilizing the "comment" and "highlight" tools to make their editing remarks. (**Experience**) 2.4 The checking for understanding strategy used will be Take and Pass. Students will primarily share their narrative via Google Doc with their partner, but after that in-depth editing of grammar //and// content is done, they will virtually "pass" their essay down the line of students in the room (this will be done by clicking "share" rather than physically passing anything.) Each other student that the essay gets to will go through and only edit grammar/spelling as they notice it. (**Rethink**) Students will self-assess by self-editing their essay after peer editing is done. They will fill out a rubric themselves and turn it in. (**Rethink/Revise**) Teacher feedback will be given in the form of comments on the Google Doc (which of course will be "shared" with the teacher as well). This way, specific areas can be addressed. (**Revise/Refine**). 2.5 **Formative Assessment:**Take and Pass (**Checking For Understanding**) Digital comments on Google Doc of narrative (**Timely Feedback**) (**Evaluate**) 2.6 **Tailors** 2.7 Students will be able to use organizational techniques to sequence events into a beginning, middle, and an end. (**Apply**) =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand that...all narratives have a beginning, middle, and an end. (**Where**) //Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.// (**What**) This is important because stories make up who we are. If told effectively, a story can communicate something to another person or even a whole group of people that can do anything from affecting great change to sharing a part of yourself. (**Why**)
 * Linguistic:** Students will write a personal narrative in Google Docs.
 * Bodily/Kinesthetic:** Students can move around to any part of the room to do peer edit. It also involves physically using a computer.
 * Musical:** Music can be playing softly in the background while students are peer editing.
 * Logical/Mathematical:** Students will make concise, bulleted lists in each of the Story Map areas
 * Interpersonal:** Students will be working in pairs to peer-edit.
 * Intrapersonal:** Students will be writing about their own personal experience in the narrative.
 * Visual:** Google Docs comments are colorful, and the Google Doc itself can even include pictures.
 * Product:** Google Doc **Days**: 5 (**Organize**) ||

3.2 I will come in dressed up as something ridiculous, like a unicorn. I will have one student come up to the front and say to the class "I am a white unicorn with a silver horn and a rainbow mane." I will then stand next to the student, and ask the class which one of us got the point across better - the visual description or merely "telling." This should get them engaged fairly easily. (**Hook**) 3.3 Students will know...(see notes) dialogue, imagery, sensory language, metaphor, symbolism, simile, adjective, verb, adverb, noun, preposition, moral, personification, pronoun, style, tone, voice, and "show not tell" (**Equip**) The "Sort Into Two Groups" graphic organizer will be used for students to brainstorm common "tell" words into one pot, and ways to "show" instead in the other pot. (**Explore**) Students will work in teams to create a song that describes "tell" words and "show" words/phrases, and informs other students what bad "tell" words to watch out for. (**Experience**) 3.4 The checking for understanding strategy used will be Slap It. A bunch of words will be scattered across the white board. The class will be divided into groups, and each group will send one person up at a time to face the other teams with a flyswatter. The moment the teacher says "TELL" or "SHOW", the students with the flyswatters will run up to the board and hit a word they think falls into that category. If they are right, they get a point. This is done until all of the words are covered. (**Rethink**) Students will self-assess by doing an exit ticket at the end of presentation day. After all of their songs are shared, they will fill out an exit ticked in which they assess their own product, and also state one thing they learned from hearing another group's product. (**Rethink/Revise**) Teacher feedback will be given in the form of oral feedback for each group directly after their song is presented. (**Revise/Refine**). 3.5 **Formative Assessment:** Slap It (**Checking For Understanding**) Oral feedback (**Timely Feedback**) (**Evaluate**) 3.6 **Tailors:** 3.7 Students will be able to recognize the common words that "tell" rather than "show" when editing their writing. (**Reflect**) =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 Students will understand that....narratives "show" - not "tell." (**Where**) //Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.// (**What**) This is important in terms of general communication skills. When you are describing something to someone, you want to be able to create a picture of it in their mind. If you just tell them, they will not have the same mental connection or emotional reaction to what you are saying. (**Why**)
 * Linguistic:** Students will write down the words in the graphic organizer.
 * Bodily/Kinesthetic:** Students will be running up and fly-swatting the board.
 * Musical:** Students will create and perform a song for their project.
 * Naturalist:** Perhaps the song presentations could be played outside, with the students sitting on the school's picnic tables
 * Interpersonal:** Students will be working in teams to create their songs.
 * Visual:** Students will be able to visually see the words on the white board.
 * Product:** Garage Band **Days:** 3 (**Organize**) ||

//Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.// (**What**) This is important because it teaches students how to effectively communicate a significant point to an audience. Communication skills like this are key in areas ranging from landing a job to convincing your parents that your curfew should be extended on Friday nights. (**Why**) 4.2 I will begin class with a [|video] from TeacherTube called "When you write a story..." This will get students intrigued because it is not only a video, but a video that features adorable young children. It says "When you write a story, you write about one thing." I will then ask students to think about what the one thing is about their own story that they would say it is all about (the moral/reason for writing that specific story in the first place). (**Hook**) 4.3 Students will know...(see notes) moral, conclusion, resolution, voice, narrative (**Equip**) The "Main Idea Mountain" graphic organizer will be used to outline the main idea of each narrative (the top of the mountain), and the various ways that the narrative makes this point (each foundation level of the mountain). (**Explore**) Students will work in pairs. Each student will make their own podcast arguing the point of their own essays, and then the partners will share and give feedback on each other's podcasts. (**Experience**) 4.4 The checking for understanding strategy used will be Timed Pair Shares. Students will share their podcast, and then have a certain amount of time to talk about partner A's project, and then partner B. This will go back and forth until the podcast discussion is complete. (**Rethink**) Students will self-assess by doing a blog entry in their classroom blogs. The entry will state what they learned from their partner about their project, what specific feedback they are going to use to revamp their project, and why. (**Rethink/Revise**) Teacher feedback will be given in the form of a comment in response to the blog. (**Revise/Refine**). 4.5 **Formative Assessment:** Timed Pair Share (**Checking For Understanding**) Comment on blog entry (**Timely Feedback**) (**Evaluate**) 4.6 **Tailors** 4.7 Students will be able to argue the "point" of their essays. (**Perspective**) =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that....there has to be a "point" (or reason) to what you are writing. (**Where ) **
 * Linguistic**: Students will write their reflections of the timed pair share session and its impact on their podcasts in a blog entry.
 * Musical:** A funny musical sound will signal that it is time to switch who is talking in the Timed Pair Share.
 * Naturalist:** At the beginning of class, each student will receive a flower. Half of the class will get a yellow flower and half of the class will get a blue flower. You have to find someone with same color flower, and that person will become your partner.
 * Interpersonal:** Students will work in partners to share their podcasts and evaluate them.
 * Intrapersonal:** Students will self-reflect on what they learned in their own personal blog entries.
 * Visual:** For bonus points, students will have the option of illustrating the "point" of their essay (or their partner's essay, if they so desire) with software on their laptop and uploading that with their blog entry.
 * Product:** Podcast **Days:** 1 (**Organize**) ||

5.2 I will show a student sample of a past iMovie Digital Story to begin the class. I will be sure to choose an outstanding one to show the class what an "A project" looks like. (**Hook**) 5.3 Students will know...(see notes) dialogue, imagery, setting, sensory language, metaphor, symbolism, simile, adjective, verb, noun, adverb, preposition, personification, pronoun, style, tone, voice, summary (**Equip**) The "Filmstrip" graphic organizer will be used to create storyboards for the videos. (**Explore**) Students will work in groups under the "Williams" model. They will collaborate together to discuss their narratives, and each group will answer different questions about how to successfully translate the narrative into a movie form. All groups will report out at the end. (**Experience**) 5.4 The checking for understanding strategy used will be 3-2-1. As students work on their movies in class, I will periodically ask them how they're feeling. 3 will represent "awesome, I don't need any help at the moment." 2 will represent "I have a question." 1 will represent "I am really not getting this, please help!" Students will hold up the amount of fingers regarding what they are feeling when I ask. (**Rethink**) Students will self-assess by completing a rubric themselves. (**Rethink/Revise**) Teacher feedback will be given in the form of two rubrics: one for the iMovie product, and one for the presentation of it to the class. (**Revise/Refine**). 5.5 **Formative Assessment:** 3-2-1 (**Checking For Understanding**) Rubric (**Timely Feedback**) (**Evaluate**) 5.6 **Tailors** 5.7 Students will be able to represent narrative events through sensory language to convey a vivid picture of the events, setting, and/or characters. (**Interpret)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 Students will understand that....narratives "show" - not "tell." (**Where**) //Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.// (**What**) This is important because it shows students how to convey meaning through images and sound in a technological way. Since technology is such an important part of our 21st-century world, there is no doubt that this will be useful in a variety of settings. (**Why**)
 * Linguistic**: Students will write a rough "script" for their movie before they create it.
 * Bodily/Kinesthetic:** Students have the option of acting in their own movie (or in a friend's movie). Role playing definitely keeps kids active.
 * Musical:** Students have the option of adding music to their movie.
 * Naturalist:** If students are video-taping part of their movie, they can certainly film it outside.
 * Logical/Mathematical:** Students will create a step-by-step storyboard to outline what the major components of their movie will be.
 * Interpersonal:** Students will share their movies with the class. They can also choose to involve other people as actors or photographers in the creation of their movie.
 * Intrapersonal:** Students will be creating a movie out of their own personal narrative. They can choose what they want to highlight, and can even put in personal pictures/videos that correspond with the narration so long as they are appropriate.
 * Visual:** Students will make an iMovie to visually represent their narratives.
 * Product:** iMovie **Days:** 5 (**Organize**) ||

6.2 I will begin by showing students a clip from "Spongebob" where Patrick tells the following [|story]: "Once there was an ugly barnacle. He was so ugly that everyone died. The end." I will then ask the students what the point of the story was, and whether or not they think it was communicated effectively. This will get them thinking about assessing the "point" of other stories. (**Hook**) 6.3 Students will know...(see notes) narrative, conclusion, resolution, plot outline, moral (**Equip**) The "Main Idea Web" will be used to organize students' thoughts about their partner's narrative. It provides a place to write what they believe the main (**Explore**) Students will work in groups using Group Role Cards. The cards will have the following sections: Leader, Recorder, Time Keeper, Presenter, and Errand Monitor. The leader will lead the group and make sure everyone is on task. The recorder will write down the group's major discussion points and any questions that arose. The time keeper will keep track of the time, because they will only have 20 minutes to complete the form. The presenter will report out to the rest of the class, and the errand monitor will be in charge of getting any supplies (paper, laptop chargers, etc) that the group members need, as well as corresponding with the teacher when questions come up that the group cannot answer. (**Experience**) 6.4 The checking for understanding strategy used will be Clickers. Students will go onto Google Forms and answer questions about their partners' digital stories (Did they have all of the components? What were they? What are three sensory details they used and how did they represent them in the movie? What was the point? How did you know what that point was? How effectively did the iMovie translate that point? Etc, etc.) (**Rethink**) Students will self-assess by filling out a form for their own project as well as their partner's. (**Rethink/Revise**) Teacher feedback will be given in the form of an email reply to the Google Forms entry. (**Revise/Refine**). 6.5 **Formative Assessment:** Clickers (**Checking For Understanding**) Email response (**Timely Feedback**) (**Evaluate**) 6.6 **Tailors** 6.7 Students will be able to relate to the big idea/moral of their peers' narratives. (**Empathize**)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 Students will understand that....there has to be a "point" (or reason) to what you're writing. (**Where**) //Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.// (**What**) This is important because it allows students to practice their "detective skills" when listening to/reading another person's writing. It is good practice for pulling the main point out of novels later on, and in the real world, for determining exactly what a politician is getting at when he is telling you a story about what he did for the economy back in '86. (**Why**)
 * Linguistic**: Students will type their evaluations of their peers' digital stories and the point they get across in the boxes on the Google Forms questionnaire.
 * Bodily/Kinesthetic:** The students who act as the "Errand Monitor" in the groups will be able to get up and get supplies, talk to the teacher, etc.
 * Naturalist:** Once every group has finished, the class can go outside to celebrate the end of the unit. We can share our thoughts on the stories and the unit in a big group outside.
 * Logical/Mathematical:** The students who act as the "Time Keeper" in the group can organize the time management portion of the activity.
 * Interpersonal:** Students will work in groups to make sure everyone fills out the Google Form questionnaire correctly and efficiently.
 * Intrapersonal:** Students will fill out the same questionnaire about their own projects, causing them to self-reflect on their own work.
 * Product:** Google Forms **Days:** 1 (**Organize ) ** ||

2004 ASCD and Grant Wiggins and Jay McTighe