S3+Ricker,Kassaundra+Margaret

=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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that there is a specific way arguments/analyses are structured so that they are logical **(where)**. Because we are a society that promotes freedom of speech there are a lot of arguments/analyses/opinions circulating in our culture and you will need to be able to decipher logical/valid arguments vs. illogical arguments so you can be an informed citizen **(why)**. //Students write academic essays that structure ideas and arguments in a sustained and logical fashion// **(what)**.
 * (H)** 1.2 Students will be given pieces of paper with sentences/short paragraphs that represent the components of an analysis/argument. They will then be asked when the music plays to find 6-8 other classmates and physically put eachother in logical order. Then after this brief activity I will eplain how we are going to learn the logical way to structure analyses/arguments. **(hook)**
 * (E)** 1.3 Students will know terminology (thesis, introduction, conclusion, body paragraph, topic sentence, detail sentence) and critical details (analyses/arguments move from general to specific, how to map out analyses). **(equip)** Students will use the five paragraph essay graphic organizer to help see the structure of an analysis. **(explore)** Students will be put into think-pair-share groups where they first read the essay silently and highlight important structures, then share what they highlighted and discuss why and then each pair will report back to the group on where they think each main component of an essay is in their reading and why. Then students will create a poster/diagram on Glogster explaining the structure of an analysis **(experience)**.
 * (R)** 1.4 Students will self-assess their diagram/poster with a provided checklist that outlines all the components and their functions. They they will pick one classmate to review their digital poster with the same checklist. **(revise/rethink)** Students will then have a chance to look over their product and add or clarify any part before turning it in to me. **(refine)**
 * (E)** 1.5 The students will be pre-assessed on their knowledge of analysis/argument structures and what they do. Also, the students' poster/diagram will be graded using the same checklist that they used to self-evaluate. **(evaluate)**
 * (T)** 1.6
 * Visual:** Students will be using a graphic organizer as a well as seeing overhead or board examples to see the structure of an analysis/argument. Students will also being using Glogster to explain these structures.
 * Linguistic:** Students will discuss with both their partner and the class the components of an analysis and they will listen to their partner/classmates discuss the components.
 * Interpersonal:** Students will work with a partner to gain a better understanding of analysis structure in a think-pair-share group.
 * Intrapersonal:** Students will read the handout essay quietly by themselves focusing on where they think the structural components are and highlight them.
 * Logical-Mathematical:** Students will need to use the graphic organizer as well as the provided essay to put the components in logical order.
 * Bodily-Kinesthetic:** Students will have a chance to physically manipulate the material with their bodies during the "hook" activity that introduces the structures of an analysis/argument. **(tailors)**

=Lesson 2=
 * (O)** 1.7 Students will be able to describe structural components of an analysis/argument. **(explanation)** Product: Glogster Time: 2-3 class periods. **(organize)** ||

Musical: Students will view the "Thesis Statement Rap" which explains the role of a thesis using music. Intrapersonal: Students will have a chance to analyze the statements on their own decided whether each is a thesis or not. Interpersonal: Students will have a chance to colloborate with a group on the thesis statement activity and also the podcast. Linguistic: Students will get a chance to share their ideas about what is and what is not a thesis statement as well as make a verbal product (podcast) and listen to other teams' products. Visual: The students will have a chance to utilize a graphic organizer to organize and understand the characteristics of a thesis. Naturalist: The students will have a chance to pick a topic to create their thesis podcast and one choice will be biology based. **(tailors)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that a thesis helps to organize and build a logical argument. **(where)** In the business world and many other aspects of the working world people need to get their ideas across to people, such as co-workers, so it will be helpful to know how to give an overview and organize thoughts like a thesis does. **(why)** //Students write academic essays that structure ideas and arguments in a sustained and logical fashion// **(what)**
 * (H)** 2.2 The class will watch a student made rap that explains the role of a thesis statement. **(hook)** [|"Thesis Statement Rap"]
 * (E)** 2.3 Students will know terminology (thesis statement) and structures of writing (how to form a thesis). **(equip)** Students will use the cluster/ word web graphic organizer to organize all of the characteristics of a thesis. **(explore)** Students will be put into small groups for Round-robin brainstorming. They will be given 5 statements and will be asked to determine which ones are theses and why. Then students will create a podcast that presents a logical thesis statement and explains why the thesis works. **(experience)**
 * (R)** 2.4 Students will swap their podcast with another group and the group will use the provided checklist to assess the teams podcast. I will also walk around while students are making the podcasts to make sure they are on the right track. **(revise/rethink)** Students will receive the checklist back along with suggestions from other team members and they will have a chance to change anything they need to in their podcast. 1/2 a block will be used to do this. **(refine)**
 * (E)** 2.5 The groups will present their podcast to the class and be graded using the checklists that were used during their peer review. **(evaluate)**
 * (T)** 2.6

=Lesson 3=
 * (O)** 2.7 Students will be able to design a logical thesis statement. **(application)** Product: Podcast Time: 2-3 class periods. **(organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are appropriate types of example/evidence and appropriate ways to use them to support a logical argument/analysis. **(where)** Statisticians, news reporters, politicians as well as many other influential individuals can make you believe something using evidence that is not very credible. **(why)** //Students write academic essays that structure ideas and arguments in a sustained and logical fashion.// **(what)**
 * (H)** 3.2 I will tell the class that I want to share a statistic with them. I would write "The average American has one testical and one ovary." on the board. I would explain that this statistic actually appears in a textbook and technically is a true statistic because the way it was computed was correct but I will explain that there is obviously a disconnect from reality with this statistic and I will begin to explain that we are going to be doing a lesson on finding credible evidence and this statistic is a warning because just because it is helpful to know how other arrive at their conclusion.
 * (E)** 3.3 Students will know terminology (example/evidence), structures of writing (where to use evidence) and critical details (how to find credible sources). **(equip)** Students will use a Venn Diagram to place types of evidence in the right categories. **(explore)** Students will be paired up with the student next to them and perform a 3 step interview. One student will question the other on why he/she put the specific piece of evidence in the certain category on the Venn Diagram. Then the roles will be reversed and each student will report out to the class on their partners justifications. **(experience)**
 * (R)** 3.4 Students will create a storyboard of their ComicLife and show it to me sometime during the class period so I can make sure they are on the right track. They will also receive the rubric to reference while making the actual comic. **(revise/rethink)** Students will receive feedback from me and will be allowed to rework their concept if necessary. **(refine)**
 * (E)** 3.5 The comic will be graded using the previously provided rubric. **(evaluate)**
 * (T)** 3.6
 * Logical-Mathematical:** We discuss statistical computations in the hook of the lesson that introduces the idea of credible evidence.
 * Intrapersonal:** Students will be given time alone to figure out which pieces of evidence go where in the Venn Diagram.
 * Interpersonal:** Students will share their ideas for why certain pieces of evidence go in certain spots on the diagram.
 * Visual:** Students will use a Venn Diagram to organize evidence.
 * Linguistic:** Students will have to decipher if the provided sentences are credible or not.
 * Naturalist:** Examples of evidence that relate to nature (which naturalist vocabulary) will be included in the activity with the Venn Diagram. **(tailors)**
 * (O)** 3.7 Students will be able to self-assess themselves on appropriate examples/evidence. **(self-knowledge)** Product: ComicLife Time: 1-2 class periods. **(organize)** ||

Interpersonal: Students will collaborate with classmates to figure out what will come next in their specified analysis as well as work with other students on wikispaces. Intrapersonal: Students will have a chance to brainstorm what they think will come next in the analyses before they get together with a group. Visual: Students will use a graphic organizer to organize their brainstorming and the wikispace will need to represent the material in visuals. Musical: Students can express the material with music on their wikispace. Linquistic: Students will either read or listen to an analysis/argument. Naturalist: Students can choose to represent the material on their wikispace using naturalist ideals. **(tailors)** =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that a thesis helps to organize and build a logical argument. **(where)** You might be put in situations where you may not fully understand what someone is trying to explain to you but if you can evaluate their information and get a sense of where they are going with their explanation it might be easier to understand. **(why)** //Students write academic essays that structure ideas and arguments in a sustained and logical fashion.// **(what)**
 * (H)** 4.2 I will show the students funny thesis statements that make no sense. I will explain to them that you can evaluate the credibility of an argument from just the thesis statement.
 * (E)** 4.3 Students will know terminology (thesis, evidence/examples) and critical details (analyses move from general to specific). **(equip)** Students will use a step by step chart to predict from different author's theses what the rest of the argument/analysis will be about**. (explore)** Students will be numbered off and then given either a written article, a video display or an audio display of an article. The students will first listen, read or watch by themselves and stop reading, listening or viewing at the point where they think the thesis is introduced. Then they will use the step by step chart to brainstorm what the author will talk about in his or her analysis/argument. Students well then meet with like numbers and discuss what they thought would come next. The whole team will finish reading, listening or viewing their argument or analysis and compare what the author really said to what they predicted he or she would say. After students will make a wikispace. **(experience)**
 * (R)** 4.4 Students will self-asses their wikispaces with prompts and also show me a preliminary piece of their wikispace and discuss the rest with me so that I can give them feedback. Students will receive the checklist at the beginning of the project that they will scored with. **(revise/rethink)** Students will have feedback from themselves and me during the class period that they work on their wikispaces. They will be allotted time to change or revise anything they need to. **(refine)**
 * (E)** 4.5 I will grade students using the checklist that I provided the students at the beginning of the project. Students will have a chance to explain to me and the class their wikispace. **(evaluate)**
 * (T)** 4.6
 * (O)** 4.7 Students will be able to evaluate information from reading, listening and viewing. **(Interpretation)** Product: Wikispace Time: 3-4 class periods. **(organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that there are appropriate types of examples/evidence and appropriate ways to use them to support a logical argument/analysis. **(where)** In a country that promotes freedom of speech we have the change to voice our opinion and stand on issues to make them legitimate we need to understand both sides of the argument. **(why)** //Students write academic essays that structure ideas and arguments in a sustained and logical fashion.// **(what)**
 * (H)** 5.2 We will watch a clip from the VH1 show "The Great Debate" on the [|"Raddest Video Game"] This show takes pop culture and lets actors, comedians etc debate which one is best out of a category. I will use examples from the clip to explain good and bad ways to support an argument/stand point **(hook)**
 * (E)** 5.3 Students will know terminology (example/evidence), structures of writing (where to use evidence, how to use evidence and how others use evidence) and critical details (how to find credible sources). **(equip)** Students will use the persuasion interactive graphic organizer to help organize evidence of others arguments. **(explore)** The class will be divided into two, one half of the class will go to one wall and the other half of the class with go to the opposite wall. One student will receive a short article on one side of an issue while another student on the opposite side of the room receives an article that takes the other side of the issue. On the teachers cue the students will need to find and figure out who has their opposing argument. Once they find eachother they will each pick out key pieces of evidence and arguments from the article on their own and then bring both arguments together and decide which one is more logical. Then students will create an iMovie of a debate between two opposing activists of an issue. **(experience)**
 * (R)** 5.4 Student groups will show their ideas and what they have of their debate to one other team. This team will use prompts to answer questions about the product. If questions can't be answered or are hard to answer on the prompt the students will know that they need to focus on those areas in their final debate product. Students will also be given the rubric for the debate so that they can self-assess. **(revise/rethink)** Teams will receive the prompts from the other team and the rubric and will be given time to add or change to their debate before they begin filming. **(refine)**
 * (E)** 5.5 The teams iMovie of their debate will be grading using the rubric that was provided to them. **(evaluate)**
 * (T)** 5.6
 * Bodily-Kinesthetic:** Students will have a chance to act as an influential person on an issue while filming the debate.
 * Logical-Mathematical:** Students have to sequence and put together a logical argument on an issue as well as put together the iMovie.
 * Naturalist:**Students can choose an environmental issue for the debate.
 * Interpersonal:** Students will work in groups to both discuss the issue and create the iMovie.
 * Intrapersonal:** Students will get a chance to evaluate the article on their own before brining it to their partner. **(tailors)**
 * Linguistic:** Students will have to verbally explain the authors point of view and explain opposing arguments in their iMovie.
 * (O)** 5.7 Students will be able to consider opposing arguments. **(Empathy)** Product: iMovie Time: 3-4 class periods. **(organize)** ||

Visual: Students will get a chance to see their essay broken down into a graphic organizer which might better help them to organize it. Verbal/Linguistic: Students will have a chance to view their classmates XtraNormal video and listen to why and how they think it is valid or not. Interpersonal: Students will get a chance to discuss their essays with partners and work with these partners on the XtraNormal video. Intrapersonal:Students will get a chance to silently read their partners essay and the assigned analysis/argument and make critiques on them. Logical-mathematical: Students will need to find the sequence of their partners essay to be able to put it in the graphic organizer. Naturalist: Students will get a chance to analyze other essays that dealt with natural issues with their partner. **(tailors)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that there is a specific way arguments/analyses are structured so that they are logical. **(where)** It is easier to tell when someones argument is flawed if you can understand the basic structure of an arugment/analysis. **(Why)** //Students write academic essays that structure ideas and arguments in a sustained and logical fashion.// **(what)**
 * (H)** 6.2 I will show a short clip from a movie that emphasizes grammar. [|"The Grammar Police"] Then explain that grammar is an important part of arguments/analysis because you can't argue even the best point if someone can't understand what you are saying because of grammar mistakes. I will let the class know that this will be important because we will be editing eachothers' papers and we will need to look our for grammar mistakes.
 * (E)** 6.3 Students will know terminology (introduction, conclusion, body paragraph, topic sentence, detail sentence, direct quotes, indirect quotes) and structures of writing (proper grammar, how to use direct vs indirect quotes, how to use transitions). **(equip)** Students will use both an idea tree graphic organizer and a pargraph graphic organizer to map out their partners and the assigned articles ideas. **(explore)** Students will be paired off with partners who chose a similar issue for their Atlantis paper. Students will swap papers and edit their partners paper for structure, grammar etc and then discuss with their partners their papers using the sandwich approach of critiquing (bread: specific positive feedback meat**:** aspects that could be improved in a positive manner and bread: overall general comment on the paper) Partners will then read an assigned argument and create an XtraNormal video discussing its validity. **(experience)**
 * (R)** 6.4 Each student will be given a checklist for both their partners paper that they are editing and their XtraNormal video. Students will be able to see what their partner found in their essay as well self-assess themselves on their video. **(revise/rethink)** Students will be given time to edit their essays before they have to be passed in and time to rework this videos if they realize they do not meet all of the expectations. **(refine)**
 * (E)** 6.5 The XtraNormal videos will be graded using the same checklist students were provided with at the beginning of the activity. **(evaluate)**
 * (T)** 6.6
 * (O)** 6.7 Students will be able to analyze the structure of others arguments/analyses. **(Perspective)** Product: XtraNormal Movie Time: 2-3 class periods. **(organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe