S3+Blaine,+Jacqueline

=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= //Students will determine central ideas or themes of a text and analyze their development. **(What)**// It is important for students to understand theme because theme is the essence of a story. Without a theme there would be no story. **(Why)** 1.2 Before students walk into the room, they will be "sorted" into houses that are seen in Hogwarts from the popular novel Harry Potter. Once sorted they will walk into the classroom to see four group of desks and they will sit down at their "house" with others who have been sorted into that house. **(Hook)** 1.3 Students will know what theme is and how to find it within a novel. **(Equip)** The story map(1) will be used to outline plot for the comic life that the students will create. **(Explore)** The students will work in teams (the groups they've been sorted into) and will create a comic life which will show understanding of theme. **(Experience)** 1.4 Students will use fist to five to show me their understanding of theme.**(Rethink)** Pair share will be used to get peer feedback on themes the various groups are using. **(Revise)** Oral feedback from teacher will be given before the final product is due. **(Revise)** 1.5 **Pre-assesment:** Students will be given a clicker and will be guided through a series of questions to see how much they know about setting, characters, and theme. **Checking for Understanding:** Fist to five, peer feedback, and Exit tickets. **Timely feedback:** Peer and teacher will give oral feedback during class. 1.6 **Tailors:** 1.7 Students will be able to to create a theme. **Product:** Comic life **Days:** Three **(Organize)** **Explain** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that that there is a theme in every novel. **(Where)**
 * Visual:** Images will be found/drawn to put into the comic.
 * Verbal:** script/dialoge will be created to go along with the comic.
 * Naturalist:** Students will have a setting in their comic take place outside
 * Interpersonal:** Students will work in groups and interact with each other to form a comic.
 * Musical:** Music will played in the background while students brainstorm
 * Logic**: Comics will have a problem that needs to be solved.
 * Intrapersonal:** For the first five minutes students will brainstorm alone, writing ideas down in their journal.
 * Kinesthetic:** Students will take turns typing out a panel/page of the comic.

It is essential for students to understand how the personality of a character effects the dynamics of a scene in a book or event. 2.2 A warm-up question will be written on the board at the start of class. Students will be prompted to immediately pull out their journals and begin writing for ten minutes while background music is playing. **(Hook)** 2.3 Students will know who the main characters are,who the minor ones are, and the terms protagonist and antagonist. **(Equip)** They will use the describing wheel to describe a character of their choice.**(Explore)** Each student will start a blog pretending to be that character and blog their what they believe would be the character's thoughts and feelings throughout the novel. **(Experience)** 2.4 Students will use ABCD whisper to get into groups (different from their table groups) and discuss the characters that they chose and their personalities. **(Rethink)** Students will get into pairs and pair share their blogs throughout the unit. **(Revise)** Clickers will be used to take a poll and see how many different characters are being used. **(Rethink)** 2.5 **Checking for Understanding:** clickers, peer share, blogs. **Timely Feedback:** Peer feedback will be given during class. 2.6 **Tailors:** 2.7 Students will be able to recognize that actions of a character define who that character is. **Product:** Student Blog **Days:** One **(Organize) Self-Knowledge** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand that character dynamics add drama and complexity to the plot.**(Where)** Students will determine a theme or central idea of a text and analyze it's development over the course of the text including it's relationship to the characters, setting, and plot. **(What)**.
 * (Why)**
 * Visual:** Pictures will be added to the blog
 * Verbal:** Students will write daily blog posts in character.
 * Musical:** Music will be played in the background during the warm-up.
 * Intrerpersonal:** Students will work in pairs during a peer share session.
 * Intrapersonal:** Students will create their own blog. This is not a group project.
 * Naturalist:** Students must create at least one blog post about a a setting at Hogwarts. IE: Dark Forest, the Owlery, Hogwarts grounds, etc.

Students must understand that there is not a plot without character It is essential for students to understand how the personality of a character effects the dynamics of a scene in a book or event. **(Why)** 3.2 For the first fifteen minutes of class, table groups will come up with a quick minute or two skit to demonstrate what cause and effect. We will then briefly make sure everyone understands. **(Hook)** 3.3 Students will know what cause and effect is. **(Equip)** While we read the book in class, students will keep track of actions they feel are important/affect the plot using a cause and effect graphic organizer **(Explore)** Students will work either by themselves or in pairs to create an inspiration plotting the different actions and the effects of said actions that students recorded. They must have at least ten different examples. **(Experience)** 3.4 Student's will use the exit ticket to demonstrate understanding of cause and effect within a novel. **(Rethink)** Students will use their peers to get feed back and share the cause and effects that they wrote down. **(Rethink/Revise).** Teacher will give feedback on assignment before the final product is turned in. **(Revise/Refine)** 3.5** Formative Assessment: ** ** Checking for Understanding ** Entrance/Exit Ticket. **Timely Feedback:** Peer and student feedback will be given.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 Students will understand that the character dynamics add drama and complexity to the plot. **(Where)** Analyze how particular lines of dialogue or incidents in a story or drama propel the action and reveal aspects of a character or provoke decision. **(What)**

3.6 **Tailors:** 3.7 Students will be able to produce examples of how characters effect the plot. **Product:** Inspiration chart **Days:** One **(Organize) Application** || =Lesson 4=
 * Interpersonal:** Students will in groups create skits.
 * Logic:** Students will put the actions they recorded in a sequence that correlates with the plot of the story in inspiration.
 * Visual:** Students will add visuals and color to the inspiration to make it interesting and eye-catching.
 * Logical:** Students will have to figure out a cause and effect to demonstrate
 * Intrapersonal:** Students have the option to work alone on the inspiration
 * Kinesthetic:** Students will create a skit for the warm-up activity.

4.2 Students will have a journal entry prompt written on the board when they first walk in. They will be instructed to first think about a place a place outdoors that they absolutely love and then write about it for five to ten minutes while background music is quietly playing. **(Hook)** 4.3 Students will know what setting is and how to accurately describe it. **(Equip)** While reading students will read descriptions about different places in the book. Using the idea wheel, they will pick up to four different places they read about and fill in a description for the place in each section of the wheel. **(Explore)** Students will be given the task of making a brochure. Their task is to advertise a setting from the book as a place someone would perhaps want to visit. They will use the descriptions as well as pictures to put into the brochure. Neatness counts! It also must look professional. **(Experience)** 4.4 Students will use "Example/Non Example" in order to get a clear idea of what a good example and a bad example of settings and their descriptions. **(Rethink)** Students will compare their answers and work together to come up with better descriptions. **(Rethink/Revise).** The fist to five method will be used at the end of class to make sure students understand how and what is a good description of a setting. **(Rethink)** 4.5 **Formative Assessment:** **Checking for Understanding:** Example/Non Example and fist to five **Timely Feedback:** Peer feedback will be given. 4.6 **Tailors:** 4.7 Students will be able to illustrate a setting using descriptions they read in Harry Potter. **Product:** Brochure **Days:** Two **(Organize) Interpretation** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that setting plays a role in contributing to the plot. **(Where)** Students will determine a theme or central idea of a text and analyze it's development over the course of the text including it's relationship to the characters, setting, and plot. **(What)** Students will gain a deeper understanding of how characters can be affected by their surroundings.**(Why)**
 * Visual:** Students will add pictures to their brochure to advertise their setting of chouce.
 * Verbal:** Students will write vivid descriptions of the location they are advertising.
 * Naturalist:** Students will write about a place outdoors for their warm-up
 * Intrapersonal:** Students will work individually on their brochures.
 * Logic:** Students will logically place boxes of description and pictures on the brochure to make it look professional.
 * Music:** Music will be playing in the background during warm-up

5.2 Students will be given their final graded comic life's back. They will be instructed to in their groups discuss how they could add onto the comic and add another theme. What would they change? What would they add? What would be another theme they could add to their comic life? This should only take five to ten minutes to discuss. **(Hook)** 5.3 Students will know what a theme is and that there can be multiple themes within one novel.**(Equip)** Students will take their comic life and the two themes they created and compare it to the various themes they find throughout Harry Potter using a Venn Diagram. What are some themes in Harry Potter? Is there more than one theme to your comic life? **(Explore)** Students will begin a new miniature project on Glogster. Students will be instructed to create a poster for one of the themes in Harry Potter of their choosing.. It must be attractive and colorful. The poster must capture the theme so when I look at it I'll know which theme I'm looking at. Sounds/Music must be part of the glogster. Add things that you think will really get your point across.**(Experience)** 5.4 Students will use Quick writes to check for understanding ** (Rethink) **. I will walk around giving feedback on the posters as the students work on them. **(Revise/Refine).** The fist to five method will be used at the end of class to make sure students understand how and what is a good description of a setting. **(Rethink)** 5.5 **Formative Assessment:** **Checking for Understanding:** Quick writes, fist to five **Timely Feedback:** Teacher feedback will be given. 5.6 **Tailors:** 5.7 Students will be able to create a theme. **Product:** Glogster **Days:** Two **Perspective** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 Students will understand that that there is a theme in every novel. **(Where)** //Students will determine central ideas or themes of a text and analyze their development. **(What)**// Within one novel there could be multiple story plots going on and there is a theme to everyone of them, this is why there are multiple themes in one novel. **(Why)**
 * Visual:** students will be creating a poster for a theme of their choosing from Harry Potter.
 * Kinesthetic:** Students will act out their skit for a warm-up
 * Interpersonal:** Students will be in groups working on their skit.
 * Musical:** Students will include sounds and or music in their glogsters.
 * Linguistic:** Words will be added to the poster to tell us what kind of theme you're creating.
 * Logic:** Students will strategically place images and text on the poster to make it look professional.

6.2 Students will take a few minutes to interact with each other and to share their backgrounds and what it was like growing up in their households when they were children and how it shaped them. 6.3 Students will know setting, and plot and how it can shape a character. **(Equip)** Students will use a word web to collect information that they know on their character. **(Explore)** Students will create a digital newspaper based on their character they are blogging. They are doing a 'special' article on their character, in which they will describe how they grew up and how their background has shaped who they've become today and their decisions and morals. **(Experience)** 6.4 Students will use exit/entrance tickets to show understanding. ** (Rethink) **. Peers will asses each others articles using oral feedback in groups ( ** Rethink/Revise). ** The teacher will meet with each person and take a look at their article and provide feeback in the form of a rubric ( ** Refine). ** 6.5 **Formative Assessment:** **Checking for Understanding:** Quick writes, Exit/entrance tickets **Timely Feedback:** Teacher feedback will be given in the form of rubrics as well as oral peer feedback 6.6 **Tailors** 6.7 Students will be able to consider how setting effects the characters. **Product:** Online news article **Days:** two **Empathy** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 Students will understand that setting plays a role in contributing to the plot. **(Where)** Students will determine a theme or central idea of a text and analyze it's development over the course of the text including it's relationship to the characters, setting, and plot. **(What)** It's important to understand how the background of a character and their past surroundings helped shape them to who they are presently in the book. **(Why)**
 * Interpersonal:** Students will work in groups to discuss their backgrounds
 * Intrapersonal:** Students will work separately on their online newspaper article
 * Linguistic:** Students will type up an article based around their characters
 * Visual:** Students will add pictures to their articles
 * Logic:** Students will have to search for and find background information on their characters
 * Music:** Music will be played during the period when everyone is quiet and searching for information on their character's background.

2004 ASCD and Grant Wiggins and Jay McTighe