S3+Rines,Kyle+Jacob

=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= [|Verbal-Linguistic] - Students will use the podcasts to hear how imagery, tone, diction, and syntax are used in a narrative, and fill out observation chart. [|Logical/Mathematical] - Filling out the graphic organizer to see what kinds of feelings are evoked from the podcasts and postcards. [|Visual/Spatial] - The use of the postcards and filling out the graphic organizer with feelings evoked from the podcasts and postcards is visual. [|Bodily/Kinesthetic] - Jigsaw group method, being a part of a group that is assigned a topic is Bodily/Kinesthetic. [|Musical/Rhythmic] - The listening and creation of the narrative podcasts can be Musical/Rhythmic. [|Intrapersonal] - Graphic organizer on podcasts and postcards and the feelings evoked is intrapersonal. [|Interpersonal] - Jigsaw method, producing ideas out of a group on imagery tools is interpersonal. [|Naturalist] - Using the postcards as a real life example of using imagery in the real world. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand how to use imagery in their narrative writing. **(Where)** It is important to practice description, especially when describing a person, place, or thing. Practicing the use of imagery will help develop a good sense of description, especially in future writing. **(Why)**
 * //Students embed narrative writing in a written text when appropriate to the audience and purpose.// (What)**
 * (H)** 1.2 Students will be handed out postcards from around the world and I will show them how to describe them using imagery **(Hook)**
 * (E)** 1.3 Students will know how to use similes, metaphors, and personification in order to exemplify imagery in their writing and will listen to narrative podcasts compare. Then students will create their own podcasts to show good narrative and use of imagery. **(Equip)** Students will use an observation chart to write down the different feelings they receive when looking at their podcasts, and postcards **(Explore)** Students will then use the Jigsaw method to discover the ways of using tools such as personification, metaphors, and similes. **(Experience)**
 * (R)** 1.4 During the Jigsaw process students will be able to rethink and revise their work. **(Rethink/Revise)** A rubric will be used to assess the podcasts, students can revise and refine their work through this rubric. **(Revise/Refine)**
 * (E)** 1.5 Students will be evaluated on their graphic organizer, and their group Jigsaw results through a checklist. Overall, their understanding of imagery will be evaluated through these. **(Evaluate)**
 * (T)** 1.6
 * (O)** 1.7 Students will be able to illustrate their use of these imagery tools. **(Interpretation)** Podcast. Days: 2 **(Organize)** ||

[|Verbal-Linguistic] - Using the graphic organizer and alphabetical sequence game to produce good use of diction. [|Logical/Mathematical] - Posting in the blog and filling out the graphic organizer for the alphabetical sequence. [|Visual/Spatial] - The use of the graphic organizer and think/pair/share activity for the alphabetical sequence and comparing graphic organizers. [|Bodily/Kinesthetic] - Think/Pair/Share partner activity to compare graphic organizers. [|Musical/Rhythmic] - [|Intrapersonal] - Filling out the graphic organizer on the alphabetical sequence and blog activity on. [|Interpersonal] - Think/Pair/Share method, and producing a blog for the alphabetical sequence. [|Naturalist] - The use of the alphabet to learn good use of diction. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand how to use diction in their writing. **(Where)** It is most important to use good diction in narrative writing. The choice of words in a narrative can make all the difference **(Why) //Students embed narrative writing in a written text when appropriate to the audience and purpose.// (What)**
 * (H)** 2.2 Students will play Mad Lib games to practice good use of diction, in groups. Share results. **(Hook)**
 * (E)** 2.3 Students will know how to use good diction in their writing, not repetitive writing and a good variation of words. Students will post an alphabetical sequence online in a blog to share with the class. **(Equip)** Students will use a Four-Column Chart graphic organizer to their alphabetical sequence on paper first. **(Explore)** Students will then use the Think/Pair/Share method to evaluate each others understanding of diction. Compare graphic organizers. **(Experience)**
 * (R)** 2.4 During the Think/Pair/Share students will be able to rethink their understandings of diction and revise their own graphic organizers and alphabetical sequence.**(Rethink/Revise)** The use of the interactive blog will aid students by revising their own work through my comments on the blog and their own self-assessment. A checklist will provided to the students so they know what is expected in the blog. **(Revise/Refine)**
 * (E)** 2.5 Students will be evaluated on their graphic organizer completion and the completion of the online blog and their comprehension of good diction. I will then comment back on their blogs, letting them know if they grasped the right idea. **(Evaluate)**
 * (T)** 2.6
 * (O)** 2.7 Students will be able to illustrate their use of good diction in their narrative writing. **(Empathy)** Interactive Blog. Days: 2 **(Organize)** ||

[|Verbal-Linguistic] - Using the graphic organizer to fill out the types of tone used within the video. [|Logical/Mathematical] - Creating a movie and having to plan out the types of tone used. Logical. [|Visual/Spatial] - The video shown in class, as well as movie clip created by the class. Graphic organizer on assessing the tones as well. [|Bodily/Kinesthetic] - The iMovie clip that students have to create is Bodily/Kinesthetic. [|Musical/Rhythmic] - The movie clips can provide some Musical/Rhythmic learning. [|Intrapersonal] - Graphic organizer to identify the uses of tone. [|Interpersonal] - 3-Minute review, iMovie clip creation are two ways of Interpersonal learning. [|Naturalist] - The use of tone in actual writing and real life can compare to Naturalist thinking. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that the use of tone in their narrative writing is essential to create and define characters. **(Where)** Tone is the most important narrative writing device. It is the object which characters are defined and portrayed and how the readers assess who is necessarily good and evil (for example) **(Why) //Students embed narrative writing in a written text when appropriate to the audience and purpose.// (What)**
 * (H)** 3.2 Watch this [|video], shows example of tone in Good Cop, Bad Cop situation. **(Hook)**
 * (E)** 3.3 Students will know how to use good tone and bad tone within their writing to define characters and scenes. Students will make a short clip in iMovie such as the one previewed to show comprehension of multiple uses of tone. **(Equip)** Students will use a T-Chart to assess the tones used within the video. **(Explore)** Then I will use the 3-Minute review in class to see what questions need to be asked and if everything is clear and comprehensible. **(Experience)**
 * (R)** 3.4 Students will be able to rethink their uses of tone and T-Charts and the definition of tone through the 3-Minute Review. Questions will be answered and clarification on tone will be adressed. **(Rethink/Revise)** Students will be able to revise and then refine their iMovie through a product rubric. The rubric will assess what the criteria is and what the expectations are of the clip. **(Revise/Refine)**
 * (E)** 3.5 Students will be evaluated on their iMovie rubric and the completion of the graphic organizer. The comprehension of tone in writing should be evident in the iMovie clip. **(Evaluate)**
 * (T)** 3.6
 * (O)** 3.7 Students will be able to identify, exemplify, and master the use of tone within their writing. **(Perspective)** iMovie. Days: 2 **(Organize)** ||

[|Verbal-Linguistic] - The parts of speech used in the hook as well as the lesson activity is verbal. [|Logical/Mathematical] - Creating the zooming powerpoint Prezi in a logical way is logical/mathematical. [|Visual/Spatial] - The Prezi is visual when creating the parts of speech definitions and examples. [|Bodily/Kinesthetic] - Moving around in a line for the hook activity is kinesthetic. [|Musical/Rhythmic] - Adding music to the Prezi, or reading aloud your Prezi is musical/rhythmic. [|Intrapersonal] - Creating the Prezi as well as filling out the Describing Wheel for the parts of speech is intrapersonal. [|Interpersonal] - Working together in partners as well as the line hook activity is interpersonal. [|Naturalist] - =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that the use of good syntax in their writing is essential for good grammar and organization. **(Where)** Syntax is a vital element of any type of writing whether it be narrative, persuasive, or expository. Good use of writing is very basic, yet so very complex for many students and people. It is something that must be learned and learned correctly in order to write well. **(Why)** **//Students embed narrative writing in a written text when appropriate to the audience and purpose.// (What)**
 * (H)** 4.2 Each student will be assigned a different part of speech (noun, verb, adverb, pronoun, adjective, preposition, interjection, conjunction). Then I will ask the students to form a line in the order of an assigned sentence, using their assigned part of speech. Then as a class we will test to see if their order is correct. **(Hook)**
 * (E)** 4.3 Students will know how to use syntax to form sentences and learn how to use proper grammar. Students will make a Prezi that shows each part of speech and it's definition and an example of how it can be used in a sentence. **(Equip)** Students will use a Describing Wheel to define each part of speech and how to apply it. **(Explore)** Then I will use the Partners cooperative learning method to go over what each student has for definitions. **(Experience)**
 * (R)** 4.4 Students will be able to rethink their definitions and examples of the parts of speech through the Partners exercise. Comparing definitions and examples will clarify the correct ones from the incorrect ones. **(Rethink/Revise)** Students will be able to revise and refine their Prezi by using the product rubric and looking at each others Prezis to compare. **(Revise/Refine)**
 * (E)** 4.5 Students will be evaluated on the completion of the Prezi and the Prezi rubric. The graphic organizer and Partner activity were precursors to help the students obtain a concrete definition of each part of speech. **(Evaluate)**
 * (T)** 4.6
 * (O)** 4.7 Students will be able to identify the parts of speech, use them in a sentence, and practice the proper use of syntax in their writing. **(Self-Knowledge)** Prezi. Days: 2 **(Organize)** ||

[|Verbal-Linguistic] - The Venn Diagram can be used as verbal because students must recreate the transitions and transitional phrases used in the XtraNormal. [|Logical/Mathematical] - [|Visual/Spatial] - The XtraNormal and Venn Diagrams are definitely visual/spatial. [|Bodily/Kinesthetic] - Presenting the XtraNormal to the class can be defined as kinesthetic because of the movement in front of class. [|Musical/Rhythmic] - Adding text to the XtraNormal makes the characters talk. [|Intrapersonal] - Venn Diagram completion as well as creating the XtraNormal and finishing the formative assessment One Minute Paper. [|Interpersonal] - Sharing Venn Diagrams to see whether or not transitions and transitional phrases were used in your XtraNormal. Proof through One Minute Paper. [|Naturalist] - =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that effective transitions are essential to good narrative writing, and writing in general. **(Where)** Transitions are a very important aspect of writing. A paper with poor or no transitions will result in a badly constructed paper. Learning how to transition from one idea to the next is an important aspect of writing. **(Why)** **//Students embed narrative writing in a written text when appropriate to the audience and purpose.// (What)**
 * (H)** 5.2 I will create a Glogster of all sort of different words that can be used when transitioning within paragraphs or beginning new paragraphs. **(Hook)**
 * (E)** 5.3 Students will know how to use transitions in their writing. Students will create an XtraNormal that plays a dialogue between two characters. **(Equip)** Then students will get present their XtraNormals to class and students will evaluate their uses of transitional words by using a Venn Diagram (each side of the diagram for one of the characters in the presentation). **(Explore)** Finally, students will use the One Minute Paper method to illustrate their knowledge and use of transitions and transitional phrases. **(Experience)**
 * (R)** 5.4 Students will be able to rethink their XtraNormals when the Venn Diagrams are completed, comparing what transitions were used and which ones should be added. **(Rethink/Revise)** Then students will be able to revise and refine their work using the One Minute Paper. This will give proof of how the student comprehended the knowledge of transitions and whether or not it can be applied in their own writing. **(Revise/Refine)**
 * (E)** 5.5 Students will be evaluated on their XtraNormal Presentation and whether or not it covered all aspects of transitions through the character dialogue. There will be a rubric for the XtraNormal. **(Evaluate)**
 * (T)** 5.6
 * (O)** 5.7 Students will be able to use effective transitions in their writing as well as be knowledgeable about many different transitional phrases. **(Application)** XtraNormal. Days: 2 **(Organize)** ||

[|Verbal-Linguistic] - The use of Google Docs, and the hook activity are both Verbal/Linguistic. [|Logical/Mathematical] - The use of the Tic-Tac-Toe graphic organizer can be logical/mathematical because of the organization of notes. [|Visual/Spatial] - The use of the Google Docs to assess their work can be visual/spatial. [|Bodily/Kinesthetic] - Team/Pair/Solo is bodily kinesthetic because you shift from a team to a partner to working alone. [|Musical/Rhythmic] - [|Intrapersonal] -The hook activity as well as revising the paper is intrapersonal. [|Interpersonal] - Working together in Team/Pair/Solo and using the Google Doc method is interpersonal. [|Naturalist] -
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that showing what is happening in their writing is much different than telling what is happening. The use of description and giving characters a distinctive voice is critical to not only narrative writing, but all kinds of writing. **(Where)** One large obstacle for young writers to overcome is the aspect of showing, not telling within their writing. It is difficult to grasp, but when finally achieved, their writing flourishes. The use of detailed description and using the narrative tools for voice are two main parts of showing, not telling within their writing. **(Why)** **//Students embed narrative writing in a written text when appropriate to the audience and purpose.// (What)**
 * (H)** 6.2 The entire class, including myself, will find an object from the room. It can be any object. Once the object has been found, the assignment is to write a short paper in 20 minutes where you create a character and you must explain why this character absolutely loves the object you selected. Be sure to practice showing, not telling. Teacher gives example. **(Hook)**
 * (E)** 6.3 Students will know how to show not tell within their writing by posting their short paper in an online Google Document. Google Docs. gives you the advantage of collaborative editing. When everyone has created an account, everyone in the class can edit a certain document posted online in Google Docs. **(Equip)** Then students will use the Tic-Tac-Toe graphic organizer to take notes on each piece of work. These notes are anonymous and will be given as feedback to the writer. Notes should include how well they use showing, not telling and descriptors. **(Explore)** Then students will use the Team/Pair/Solo aspect to share their notes and works after it has been edited and looked at. This will give the students an opportunity to talk within a team about there piece, then with a partner for closer examination, and finally alone they will be able to revise. **(Experience)**
 * (R)** 6.4 Students will be able to rethink and revise their work when the class uses the Google Docs. feature. This is a great tool for peer and self editing. **(Rethink/Revise)** Students will also be able to revise and refine their work through the Team/Pair/Solo activity. **(Revise/Refine)**
 * (E)** 6.5 Students will be evaluated on their final product. After Google Doc. editing, peer and self editing, Team/Pair/Solo, the final product should have at least been revised several times. There will be a rubric to assess the use of descriptors and showing, not telling. Peer feedback from Tic-Tac-Toe graphic organizer.
 * (T)** 6.6
 * (O)** 6.7 Students will be able to use descriptors in their writing as well as be proficient when it comes to showing, and not telling withing their writing. **(Explanation)** Google Documents. Days: 2 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe