S3+Steinhagen,Kelly+Michele

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1-Students will understand that Shakespeare uses a variety of literary devices. **(where)** Shakespeare uses figurative language and literary devices in a way that is original and set the stage for modern authors. **(why)** //Maine Learning Result: Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, poetry, using excerpts from text to defend their assertions.// **(what)**
 * (H)** 1.2- I will quote powerful lines from the play that does not immediately sound like Shakespeare. I will then gather reactions from the class and see what they make of the quotes prior to reading the play. This will happen on the first day of the unit. "Though this may be madness, yet there is method in it" (Act 1, sc. II) "This above all: To thine own self be true" (Act 1, sc. III)
 * (E)** 1.3-Students will know different types of literary devices and how Shakespeare used them and what affect this had in his play. Graphic organizer-Describing wheel (equip). Collaborate learning-Students will be required to read other student's creative writing journals and find strong examples that will be used in class (explore). Students will creatively write their own song, poem, short-story, etc, using at least six literary devices. They will then record their writings on their blog as a video. (experience)
 * (R)** 1.4-In the beginning, journals will not be graded but checked for on-time status. Students will get notes back about grammar and correct use of literary devices. (Rethink/ Revise) They can revise until final due date. (Rethink/Refine)
 * (E)** 1.5- There will be a checklist of requirements.
 * (T)** 1.6- **Linguistic-**Students will be using literary devices in creative writing.
 * Intrapersonal-** Students will be asked to reflect upon their writing and make necessary adjustments.
 * Spatial-**Include pictures to help remember the literary devices.
 * Musical**-The creative writing can be a song using the literary devices as long as it is posted to the blog.
 * Kinesthetic**-Doing the video for the blog.
 * Intrerpersonal-** Students will read other students' blogs and reflect upon them in class. This will either be groups working to make their writing stronger or class discussions including anonymous examples from other students.
 * (O)** 1.7-Students will be able to describe the types of literary devices used through a creative writing project. (explain) Video blog, 2 days. (organize) ||

Spatial- **Students must include one photo, link, gadget, etc, that their character would like or relate to.** =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that characters, symbols, and motifs affect the themes. (where) Themes are what literature is about. The events and characters help portray the major themes of literature. (why) //Maine Learning Result: Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, poetry, using excerpts from text to defend their assertions.// (what)
 * (H)** 2.2 I will show the students a video of a rap that students did for some project. [|What it is, Hamlet?]
 * (E)** 2.3 Students will know all the major characters and their role in the play. Graphic organizer-story map 2. (equip) Students will share journals in small groups along the process. (explore) Students will have to show a full comprehension of a character through the character journals.
 * (R)** 2.4 Journals will be shared in class within groups with the task of giving constructive feedback. (rethink) There is a chance for revision of the journals if they lack creativity or inaccurate portrayals of characters. (revise and refine)
 * (E)** 2.5 Journals must be completed prior to class. There will be a basic rubric for requirements as to length, number of entries, and accurate portrayal of characters.
 * (T)** 2.6 **Linguistic-** Writing the journals.
 * Interpersonal**-This is a project that requires group thinking.
 * Intrapersonal-** This is an individually-based project.
 * Musical-** The "hook" video.
 * Kinestetic-** Watching the What it is, Hamlet video, working in groups and working individually.
 * (O)** 2.7 Students will be able to evaluate a theme or themes through analysis of characters, symbols, and motifs.(interpret) Blogs, 2 days. (organize) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that Shakespeare is modern English. (where) Although it may seem as if you are reading old English, this is actually modern English. However, it is still different from out present way of speaking. (why) //Maine Learning Result: Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, poetry, using excerpts from text to defend their assertions.// (what)
 * (H)** 3.2 Modernized video of Macbeth from YouTube. [|Macbeth Video]
 * (E)** 3.3 Students will know how to read Shakespeare as easily as modern texts. They will use a goal-design graphic organizer to distinguish the characters in the scene they choose to use. (equip) Students will work in groups, depending on the size of the class and the scene choices/how many characters the scene includes. (explore) Students will transform the scene into modern English, and possibly condense the scene to key points, and then make an iMovie of their re-written scene. (experience)
 * (R)** 3.4 Students will be required to hand in the scripts to the play prior to filming. I will return with feedback, and they may choose to re-submit their scripts after changes have been made if they so choose. (rethink, revise, refine).
 * (E)** 3.5 There will be a rubric for this presentation that encompasses the quality of the script, the actual movie, and how the team works together,
 * (T)** 3.6 **Linguistic-** Reading scenes and re-writing the scene into a modernized script.
 * Kinesthetic-** Acting out the scenes in class and for the movie and watching the hook video.
 * Spatial-** Deciding on the setting for the scene, doing the editing of the movie, and watching the hook video.
 * Interpersonal**-Working with pairs and groups in class as well as the group that students work with to create the scene and film the movie.
 * Musical-** There can be added music to the films for effect.
 * Intrapersonal**-Developing characterization for the movie.

=Lesson 4=
 * (O)** 3.7 Students will be able to adapt the language so that it is more "modern" and easy to understand. (organize) iMovie, 4 days. ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that characters, symbols, and motifs affect the themes of literature. (where) Specific events that take place and the involvement of characters, plus the subtlety of symbols and motifs, create the path towards understanding the point of what you read, also known as theme. (why) //Maine Learning Result: Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, poetry, using excerpts from text to defend their assertions.// (what)
 * (H)** 4.2 I will show them this video of the Beatles doing a comedic Shakespearean show. [|The Beatles and Shakespeare?]
 * (E)** 4.3 Students will know how to use their interpretations of characters, symbols and motifs and come up with major themes of the play. They will use a flow-chart to map their ideas out. (equip) Students will then brainstorm in groups the pivotal scenes in the play. (explore) Individually, students will create a Comic Life that depicts a particular scene of their choice. (experience)
 * (R)** 4.4 I will ask the groups to write down their lists of pivotal scenes. As a class, we will decide which ones seem to be the most important. (rethink) Students will then have to decide which scene they want to do and write it down for me. That same day, I will tell them whether or not it is a crucial scene or not. (revise) Students can re-do the assignment after the due date if they so wish. (refine)
 * (E)** 4.5 There will be a checklist of requirements.
 * (T)** 4.6 **Interpersonal**- Collaborating in groups to come up with pivotal scenes. As a class, discussing which ones seem exceptionally crucial.
 * Linguistic-** Reading the scene and writing the text to the comic life.
 * Spatial**-The comic life photos.
 * Intrapersonal-** Working individually on the Comic Life.
 * Logical**-Creating a graphic organizer.
 * Musical-** The Beatles hook video.
 * Kinestetic**-The hook video.
 * (O)** 4.7 Students will be able to analyze what the symbols are/analyze characters. (organize) Comic Life, 2 days. ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that haracters, symbols and motifs affect the themes. (where) This is important because then students will understand why each event in a play is crucial. (why) //Maine Learning Result: Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, poetry, using excerpts from text to defend their assertions.// (what)
 * (H)** 5.2 I will read the class various facts about Shakespeare's life, and see if the class sees similarities and differences between his life and modern life.
 * (E)** 5.3 Students will know how to empathize with the characters and what they each endure. They will use a cluster graphic organizer in order to identify five different events in the play. (equip) Students will work in groups to identify the major events and the characters involved. (experience) Students will then work in pairs to make the animate video. (experience)
 * (R)** 5.4 Students can share with me what they scene they chose and how they are going to depict it in the movie. I can give feedback and they can make adjustments. (rethink/revise) Students can re-do projects after they are due if they are not satisfied with their grade. (refine)
 * (E)** 5.5 I will use a checklist of requirements for the video.
 * (T)** 5.6 **Linguistic-** Reading the play and brainstorming ideas.
 * Logical**-Creating a graphic organizer for ideas.
 * Interpersonal**-Working in groups to brainstorm and then working in pairs to do the project.
 * Spatial**-Making the Animate video.
 * Musical**-Add music to the play to help create meaning.
 * Intrapersonal-**Some students may choose to work alone on this project.
 * (O)** 5.7 Students will be able to relate to the characters and the emotions that those characters have. (organize) Animate video, two 1/2 days. ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that Shakespeare is modern English. (where) This is crucially important in the ability to read and reflect upon what Shakespeare writes about. (why) //Maine Learning Result: Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, poetry, using excerpts from text to defend their assertions.// (what)
 * (H)** 6.2 As the class goes along, I will show them various clips from the movie //Hamlet// in order for students to be able to see what is going on.
 * (E)** 6.3 Students will know how to apply what they read into their own words and interpretations. They will use a flow chart over the unit to keep track of all the major events and characters. (equip) Students will have time to work in groups to talk about the reading that occurred the night before. (explore) Students will then have to take a reading comprehension quiz to help cement the ideas of the play. During these quizzes, students will make a Glogster to explore any aspect of Hamlet they wish. They will have another flow-chart graphic organizer for this project.
 * (R)** 6.4 This quiz will not be graded, but used to show the students what they know and what they are still not understanding about the play. (rethink) Afterward, students will be asked to go into the book and find evidence of the correct answer for the questions that were wrong. The students will have quiz discussions on the blog that night, talking about answers they got wrong and commenting on the questions posted by others. In addition, students will be working on their Glogsters, reinforcing themes and the plot of the play. (refine)
 * (E)** 6.5 There will be four quizzes overall, and the combined scores of those will create one overall grade. Students will have a checklist for the Glogster.
 * (T)** 6.6 **Linguistic-** The readings and taking a written quiz. Students are able to write on the Glogster.
 * Intrapersonal**-It is an individual quiz, and the Glogster is individual.
 * Interpersonal**-Talking in groups about the reading prior to the quiz, and talking as a class on the discussion board.
 * Spatial-** Creating the Glogster.
 * Musical-**Students can choose to listen to music as they take the quiz if they wish. They can add music to the Glogster.
 * Logical**-Multiple choice quizzes and online discussions.
 * (O)** 6.7 Students will be able to reflect upon what they have learned into the form of a quiz. It will show their own personal interpretation as well as key facts. The Glogster will be a way for the students to visually show their interpretation of Hamlet. (organize) Four reading quizzes online, Glogster, 4 days. ||

2004 ASCD and Grant Wiggins and Jay McTighe