S3+Wandelear,Olivia+Eden-Grace

=**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 **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|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** = **spatial** students will benefit from playing Halo, Gears of War, and Super Mario Bros, as well as the vivid Graffiti Wall in which colors, shapes, and words describe knowledge of the elements of //Gatsby//. **bodily** students will be able to move their bodies when they play Halo, Gears of War, and Super Mario Bros, the "Fist-to-Five" hand movement about their understanding of perspective and narration, as well as when they shift to the four corners of the room depending on their preferences of characters and points of view. **interpersonal** students will benefit from helping and interacting others during Halo, Gears of War, and Super Mario Bros, as well as the corners exercise in which they consider their peers' thoughts and opinions about characters and points and view in //Gatsby//, which help to shape their own opinions. **intrapersonal** students will be able to address their own learning and knowledge of themes, symbolism, narration, and perspective of //Gatsby// through the KWL and Graffiti Wall. **(Tailor**) Product: weekly blog entries, 2-3 days **(Organize)** || =**Lesson 2** =
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the point of view and narration of a text benefit the perspective and believability of a novel. **(Where)** Students will gain knowledge of storytelling and effective speaking for real-world applications like company presentations, relationships, and public speeches to convey their ideas in the most powerful and believable way. **(Why) //Students read text within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpt from the texts to defend their assertions.// (What)**
 * (H)** 1.2 Students will play Halo, Gears of War, and Super Mario Bros. for five minutes each at the beginning of class in order to demonstrate first person and third person perspective and narration. Students who already know how to play will be asked to help unfamiliar students. This activity will help them understand Nick's role as narrator, and how reliable he is. **(Hook)**
 * (E)** 1.3 Students will know point of view, perspective, audience, Nick Carraway, Tom and Daisy Buchanan, and Jay Gatsby. **(Equip)** Students will create a collaborative Graffiti Wall addressing everything they already know about perspective, narration, setting, symbolism, and themes. Students can write, provide, examples, and draw pictures addressing any of these. Students will also complete a KWL chart in which they take their ideas and fill in what they know, and then take their peers' ideas to help complete what they would like to know. **(Explore)** Students will use a corners exercise where they move to a corner of the room depending on their opinion of the question being asked. Questions may include, "Which character do you relate to the most and why?" "Which character do you like the least/most and why" and "What point of view do you find the most effective?"**(Experience)**
 * (R)** 1.4 Students will be able to rethink their ideas during the corners exercise after completing the KWL chart. Students will have the opportunity to revise their KWL chats after this exercise in regards to what they know and want to know about themes, symbols, perspective, narration, and anything else that intrigues them. **(Rethink/Revise)** Students will have the opportunity to refine their KWL chart after the exercise and after hearing and seeing their peers' ideas and opinions. Students will make changes and add things to their KWL chart in a different color or medium, so they can see the changes in their learning in just one short day. ** ( **Revise**/**Refine**)**
 * (E)** 1.5 Students will rate their learning of the day's lesson through "Fist to Five" hand raising. Students will hold up no fingers if they do not understand the material at all, one finger if they grasped a very limited understanding, two fingers if they are beginning to understand, three fingers if they feel somewhat comfortable with the material, four fingers if they feel they have a very good understanding, and five fingers if they have a completely solid understanding. **(Evaluate**)
 * (T)** 1.6 **linguistic** students will benefit from the Graffiti Wall and KWL chart, which allow them to write down their thoughts on what they already know and what they would like to know about the perspective, narration, setting, symbolism, and themes of //Gatsby//.
 * logical** students will benefit from the structure of the KWL chart, and perhaps the logistics and problem-solving strategies of Halo, Gears of War, and Super Mario Bros.
 * (O)** 1.7 Students will be able to consider the novel's action through a different character's point of view each week. **(Empathy)**

**(Tailor**) Product: Wikipage with resources and info about the 20s, 3 days **(Organize)** || =**Lesson 3** =
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that history and setting play important roles in the development of plot and action. **(Where)** Students will compare the 1920s ideology of the American Dream to its existence today, if there is one, and therefore, make connections between the text and their futures. **(Why) //Students read text within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpt from the texts to defend their assertions.// (What)**
 * (H)** 2.2 Students will watch a YouTube video of George Carlin discussing the irrational side of the American Dream. They will then view a YouTube video showing Americans today discussing the American Dream because they still believe in it. This will lead students to reflect on Carlin's statement that, "you have to be asleep to believe [The American Dream]." **(Hook)**
 * (E)** 2.3 Students will know The American Dream, the Jazz Age, the Roaring Twenties. **(Equip)** Students will create a persuasion map describing and backing up their side of the argument above. Students will consider Gatsby's drive to succeed based on the idea that anything is possible in America, and Carlin's harsh reality check. **(Explore)** Students will have time in class to have Roundtable responses to whether or not they agree with Carlin or Gatsby. Students will have to consider the societal norms and differences between the 1920's and the 2010's and whether or not these contribute to their argument. **(Experience)**
 * (R)** 2.4 After completing the persuasion map, students will rethink and reconsider their opinions and ideas on the existence and possibility of the American Dream. Students will use the Roundtable conversations to reflect on their own beliefs, as well as the ones of their peers. Students can modify their opinions any time, so long as they back up their new or revised ideas with thoughtful evidence, such as personal experiences and real-life examples. **(Rethink/Revise)** Students will have the opportunity to revise and refine their persuasion map after the Roundtable discussions. Students will add these modifications to the map in a different color or medium in order to see the changes in their learning and knowledge. **(Revise/Refine)**
 * (E)** 2.5 Students will create a podcast explaining their learning, after a quick tutorial on how to use Garageband or Audacity. Students will need to describe one thing they now know through and through based on the day's lesson, and any questions they still have. **(Evaluate**)
 * (T)** 2.6 **linguistic** students benefit from the writing portion of the persuasion map, in which they address whether or not they agree with Carlin and Gatsby about the American Dream.
 * logical** students will benefit from the structure of the persuasion map, in which they place their thoughts about the American Dream in a logical and organized fashion.
 * spatial** learners will benefit from the visual YouTube video in which Carlin debunks the American Dream, as well as the colorful revisions they make to the persuasion map.
 * interpersonal** learners will be able to interact with classmates during the Roundtable discussion about their thoughts and opinions on the believability and existence of the American Dream.
 * intrapersonal** students will be able to independently reflect on their learning about the American Dream during their individual podcast. They can play back and fiddle with their own words.
 * musical** students will benefit from the loose structure of the podcast about their opinions and learning of the American Dream. They can add music and sounds to any portion in order to make it more exciting.
 * (O)** 2.7 Students will be able to justify the effects of America in the 1920s on the style and action of the text. **(Explain)**

**(Tailor**) =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Lesson 4** =
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that common literary elements and devices shape the effectiveness of the plot by allowing the reader to draw conclusions and make connections to their own lives and/or other texts. **(Where)** Students will connect the themes of the novel like jealousy,aristocracy, and society to themes in their lives today, which can be seen in relationships, friendships, and even in magazines and tabloids. **(Why) //Students read text within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpt from the texts to defend their assertions.// (What)**
 * (H)** 3.2 Students will be divided into small groups, which are given one prominent theme in the novel, such as aristocracy, mortality, society, the American Dream, and gender roles. Students will spend the first few minutes of class role-playing their theme in their groups. **(Hook)**
 * (E)** 3.3 Students will know theme, tone, The American Dream. **(Equip)** Students will create a senses chart depicting prominent themes and why they are so important, taking note of any sights, smells, sounds, touch, and tastes the symbol associates itself with. Students will address the relationships between the themes and the characters in a disorganized flow of consciousness. **(Explore)** Students will pick one theme that jumps out the most at them. Groups will be formed based on this preference. They will then use the Jigsaw cooperative learning tool to become an expert on their theme. What other texts, movies, or music does this theme appear in? Why is this theme important to //Gatsby//? The groups will then share their findings with the rest of the class. **(Experience)**
 * (R)** 3.4 Although students may have been familiar with a few themes and what they represent, they now have the opportunity to actually "become" a theme, and therefore rethink and revise their interpretation and impression of the theme, and reconsider the importance of themes in literature. **(Rethink/Revise)** Students will have the opportunity to refine their knowledge of themes and truly comprehend their importance in literature. Students' previous misconceptions about the definition of //theme// and their importance to a novel, as well as real life, will diminish as they lesson continues through the opportunity to act, speak, write, and draw about them. **(Revise/Refine)**
 * (E)** 3.5 Students will hand me a "ticket-out-the-door," or an index card in which they discussed one thing that popped out at them in today's lesson on themes, and one thing that is still fuzzy for them. **(Evaluate**)
 * (T)** 3.6 **musical** students will be ale to connect their theme to music and lyrics, which they can share with the class.
 * linguistic** students will benefit from the writing portion of the mind map, in which they associate symbols of //Gatsby// with a vivid description.
 * bodily** students will be able to use their bodies to role-play and actually "become" a theme of jealousy, aristocracy, jealousy, the American Dream, morality, and gender roles.
 * spatial** students will benefit from the sense chart, in which they are able to visually see how certain themes correlate to their senses. Students can draw rather than write these associations.
 * interpersonal** students will be able to interact with classmates during the role-playing portion where they "become" a theme.
 * intrapersonal** students will thrive through the "tickes-out-the-door" technique, where they reflect on their own knowledge of themes of //Gatbsy//.
 * (O)** 3.7 Students will be able to evaluate the themes of the novel. **(Interpret)** Product: Wordle, 2 days **(Organize)** ||

**(Tailor**) Product: Glogster, 2 days **(Organize)** || =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Lesson 5** =
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that common literary elements and devices shape the effectiveness of the plot by allowing the reader to draw conclusions and make connections to their own lives and/or other texts. **(Where)** Students will connect symbolism in the text to common and recognizable symbols implemented in their lives, and understand the power and relationships associated with them. **(Why) //Students read text within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpt from the texts to defend their assertions.// (What)**
 * (H)** 4.2 Students will view and discuss a PowerPoint I created showing slides of images of very common and recognizable symbols in our society today, like the American flag, the lion, the swastika, and the cross. **(Hook)**
 * (E)** 4.3 Students will know symbolism, audience, personification, foreshadowing **(Equip)** Students will create a mind map depicting the prominent symbols, associating each one with a distinct color and shape that represents the symbol to the individual student. **(Explore)** Students will form a "Fishbowl," with a circle of four people in the middle of a larger circle of classmates. Teacher and student - created questions about symbols and their meanings are asked to the four people in the middle circle, who are the only ones allowed to freely talk about the subject. If a student wants to join in or contribute a question, he or she swims in the fifth chair for a few moments. **(Experience)**
 * (R)** 4.4 Students have time to rethink and revise their knowledge of symbols in their everyday lives by experiencing the PowerPoint at the beginning of class. Students may not have realized the images in front of them were considered symbols at all until this activity. **(Rethink/Revise)** Students will be able to revise and refine their knowledge regarding symbols after the "Fishbowl" activity. Detailed discussion about what makes a symbol a true symbol, and what types of symbols exists in society as well as //Gatsby// encourage and intrigue students to think outside of the box. They can bounce their ideas off of the ideas of their classmates to truly gain comprehensive knowledge of symbolism and its inevitable existence in life. **(Revise/Refine)**
 * (E)** 4.5 Students will complete a checklist regarding the prominent themes and what they mean. If students do not completely know the topic, they do not check that box off. I will complete the same checklist for each student to make sure we are on the same page. **(Evaluate**)
 * (T)** 4.6
 * spatial** learners will benefit from the colorful and descriptive nature of the mind map depicting symbols and the emotions, relationships, and concrete and abstract images that these symbols bring to mind.
 * bodily** students benefit from both the moving "Fishbowl," in which they rotate and "swim" to the inside and outside circle in order to take part in the discussion of symbols, and also the symbols' connections to their bodies through the senses chart.
 * naturalist** students will benefit from the symbols of animals and nature I display in the PowerPoint, as well as the format of the "Fishbowl," in which they can pretend to "swim" to their chairs in order to take part in the discussion.
 * interpersonal** learners will significantly benefit from the interactive portion of the "Fishbowl" activity, in which they discuss the symbols of //Gatsby// and their everyday lives with classmates.
 * intrapersonal** students will have time to individually complete the checklist, and reflect on their own independent learning of the symbols of //Gatsby//.
 * (O)** 4.7 Students will be able to recognize symbols and the relationship that exists between them and the audience. **(Self-knowledge)**

**interpersonal** students will be able to connect their ideas about the conflicts of //Gatsby// with other students through the "Send-a-Problem" activity. **intrapersonal** students will have time to reflect independently on their learning of the conflicts of //Gatsby// using the feedback form. **naturalistic** students will be stimulated during the discussion of man v. nature conflicts. They can devise ideas on how the characters in both //Gastby// and //Hot Rod// can overcome these conflicts based on their knowledge of the natural world. **(Tailor**) Product: ComicLife presentation, 2 days. **(Organize)** || =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Lesson 6** =
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the point of view and narration of a text benefit the perspective and believability of a novel.**(Where)** Students will benefit from knowledge of points of view during real-life conflicts and controversies, as they learn to empathize with others and place themselves in their shoes. **(Why) //Students read text within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpt from the texts to defend their assertions.// (What)**
 * (H)** 5.2 Students will act out some situations in a "Who's Line" way that represent each of the three conflicts. Conflicts may include a man v. (wo)man conflict between a boyfriend who just found out his girlfriend cheated on him. A man v. nature conflict might be a man who was late to work because there was a cow in the road. Students can pretend they're driving and almost hit the cow. The man v. self conflict could be acted out by a boy or girl who cannot stop gossiping about his or her friends, and struggles in their minds to break the cycle. **(Hook)**
 * (E)** 5.3 Students will know protagonist, antagonist, conflict: man v. man, man v. himself, man v. nature, perspective **(Equip)** Students will complete a 5 W's chart on each major conflict in the novel. The W's explain what happened, who was there, when it happened, why it happened, and where it happened. **(Explore)** In the "Send-a-Problem" activity, students form small groups and propose an open-ended about major conflicts and who experienced them. They then send their question to other groups to answer. (Experience)
 * (R)** 5.4 Students have time to reflect on their knowledge of conflicts before they create their problem to send to other groups of students. Students can rethink and revise their knowledge of the different types of conflicts as they listen to the ideas of others in their group, and also when they answer the questions created by the other groups. **(Rethink/Revise)** After the "Send-a-Problem" activity, students will have the opportunity to revise and refine their 5 W's charts on the conflicts in which they feel need more analysis and information based on what they learned by listening to their peers and answering their questions. Students will complete the chart in a different color or medium in order to see the changes. **(Revise/Refine)**
 * (E)** 5.5 ** Students will complete a feedback form with no more than five open-ended questions to answer about the types of conflicts, and who experienced them. **(Evaluate**)**
 * (T)** 5.6 **linguistic** students will be stimulated by the feedback form, in which they can answer open-ended questions about the man v. man, man v. self, and man v. nature conflicts evident in //Gatsby// in as many words as they want.
 * logical** students will benefit from the structure of the 5 W's chart, because they can place events regarding the conflicts of //Gatsby// in sequential order and explain each individual part (what, who, when, why, where).
 * bodily/kinesthetic** students will be stimulated by acting out different types of conflicts in the "Who's Line" game for the hook. They will be able to use their bodies to represent literary elements.
 * (O)** 5.7 Students will be able to analyze the characters' internal and external conflicts through their points of view. **(Perspective)**

**(Tailor**) Product: iMovie presentation, 3 days. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that history and setting play important roles in the development of plot and action. **(Where)** Students will consider the nature of their role models and famous starlets of the time and address their effectiveness in society based on their behavior. Students can answer the questions, "Does his/her behavior change the way we feel about them?" and "Who is demonstrating traits of Old Money?," "New Money?" **(Why) //Students read text within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpt from the texts to defend their assertions.// (What)**
 * (H)** 6.2 Students will individually look at a few comic strips by Kate Beaton on her website which humorously describe attitudes and behaviors associated with the aristocracy in the novel. **(Hook)**
 * (E)** 6.3 Students will know the aristocracy associated with East and West Egg. **(Equip)** Students will complete a venn-diagram comparing and contrasting people, places, societal norms, expectations, attitudes, and behaviors of East Egg and West Egg and "Old Money" and "New Money." **(Explore)** The class will be divided randomly into two teams representing East Egg/Old Money and West Egg/New Money. The students will prepare solid answers to the questions I propose to them regarding their information on the venn-diagram. Students will have to defend their side and prove their Egg is superior. **(Experience)**
 * (R)** 6.4 Students will use their venn-diagrams to defend their Egg, but they will also have the opportunity to listen to their peers' opinions. Because the venn-diagram portion will be done individually, when students are divided into their team, they have time to rethink their argument by sharing their own points and listening to the ones of their peers. **(Rethink/Revise)** When the debate ends, students will have time to revise and refine their venn-diagrams, using a different color or medium. They can use what they learned in the debate from both sides in order to add more information to the venn-diagram and visually see the differences. **(Revise/Refine)**
 * (E)** 6.5 Students will draw a descriptive picture of a West Egg/East Egg resident if they were alive today. Use famous people as a reference in regards to attire, attitude, and reputation. This picture represents their knowledge of the places, societal norms, expectations, attitudes, and behaviors represented by East Egg and West Egg. **(Evaluate**)
 * (T)** 6.6 **linguistic** learners will be stimulated by the writing portion in the venn-diagram, in which they compare and contrast people, places, societal norms, expectations, attitudes, and behaviors associated with East and West Egg.
 * spatial** learners will benefit from the comic strips by K. Beaton that provide great examples of the ridiculousness associated with aristocracy, as well as drawing their own interpretation of East and West Egg residents.
 * logical** learners will be able to use logic and sequence when completing the venn-diagram in which they compare and contrast East and West Egg, and what they represent.
 * musical** students will use the iMovie presentation to add music and sounds to their product in which they promote or degrade Gatsby's parties, including cultural and aristocratic norms represented by East and West Egg during the 1920's to prove their learning.
 * bodily** students will also benefit from the iMovie, as they will be able to be active when acting out their character from //Gatsby//, or one they created for the movie.
 * interpersonal** students will communicate with each other during the debate, in which they decide if East Egg or West Egg is a superior community and, and be able to bounce their ideas off other students.
 * (O)** 6.7 Students will be able to create depictions of East and West Egg and what they represent. **(Apply)**

2004 ASCD and Grant Wiggins and Jay McTigh