S3+Wadsworth,Alyssa+Gabrielle

=  = =Lesson 1= This is so they can use those connections in their own writing. (**Why)**. //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction,// //drama, and poetry using excerpts from the text to defend their assertions.// (**Wha**t). They will use the Garden Gate graphic organizer (**Explore**). The activity for the day will be "Numbered Heads Together" strategy (**Experience**). and I will use it to provide feedback and score their project (**Refine/revise**). Verbal: The verbal aspect of this lesson is using the podcast project. Visual: The visual aspect of this lesson is the hook, where they view a movie clip to analyze genre. Logic: The logical intelligence is involved in the graphic organizer, when they explore and spell out genre, intended audience, and archetypes of genre. Kinesthetic: The kinesthetic intelligence is included in the lesson in the interactive movie clip (hook). Interpersonal: Students will create a podcast in groups. Music: Music will be included in the podcast and the hook. intended audience (**Empathy**) Product: podcast. 3 days (**Organize**). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 //Students will understand that literary texts connect ideas, arguments, and different perspectives.//(**Where**).
 * (H)** 1.2 I will show them an interactive movie clip and use it to get them to start analyzing genre.
 * (E)** 1.3 Students will know how to use literary devices (**Equip**).
 * (R)** 1.4 They will use a checklist in self assessment and peer assessment in their project (**Rethink, Revise**),
 * (E)** 1.5 I will create a checklist to provide feedback and score their podcast. (**Evaluate**).
 * (T)** 1.6
 * (O)** 1.7 Students will be able to consider the use of genre in a literary text in relation to the

This is so they can write poetry to convey their own meaning.(**Why**). //Students read texts, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, poetry using excerpts to defend their assertions.// (**What**). Verbal-The verbal intelligence is included in the discussion about how music relates to poetry and the brainstorming activity. Visual-The visual intelligence is included in doing the graphic organizer and brainstorming on the organizer about how poetry conveys meaning. Logical-Logical learners will be included in the lesson during the exploration of how meaning is conveyed by poets in their works. Musical-I will let my students listen to music in order to analyze lyrics as poetry. Interpersonal-In the Round Robin brainstorming activity, the students will be interacting with each other. Intrapersonal-As a summative assessment, students will create a blog to discuss how poetry conveys meaning. They will be doing these alone. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 //Students will understand that a variety of strategies can be used to comprehend, analyze, interpret, evaluate, and appreciate literary texts.//(**Where**).
 * (H)** 2.2 I will have them listen to well-known ballads or clean rap music and connect it to poetry. (**Hook**).
 * (E)** 2.3 Students will know how to use the facets when reading poetry. (**Equip**). Cluster/Word Web organizer (**Explore**). Round Robin Brainstorming (**Experience**).
 * (R)** 2.4 Students will use a checklist to write and peer edit their blog (**Rethink/Revise**) and I will comment on their blog using the checklist (**Refine, Revise**)
 * (E)** 2.5 I will use a checklist to provide feedback and score their blog. (**Evaluate**).
 * (T)** 2.6
 * (O)** 2.7 Students will be able to analyze how poetry conveys meaning. (**Perspective**). Product: blog. Length: 2 days. ||

Verbal-In class I will start a random conversation and write down each topic that the conversation leads to. Visual- Visual learners will be able to create their digital stories in any format they want. Natural-Natural learners can write their digital story about a nature-related topic. Logical- Logical learners are included in the organizer where they will describe the literary devices they will use in their stories and then describe how to use them. Musical- Musical learners can format music into their digital stories. Interpersonal- The students will be completing their digital stories in groups or pairs. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that a variety of strategies can be used to comprehend essential ideas and arguments, //and// interpret and analyze literary texts. (**Where**). This is so they can choose the strategies that best suit them when interpreting and analyzing literary texts. (**Why**). //Students read texts, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, poetry using excerpts to defend their assertions.// (**What**).
 * (H)** 3.2 Thought Train- build on for stories. (**Hook**).
 * (E)** 3.3 Students will know how to use literary terms when interpreting and analyzing literary texts. (**Equip**). Students will fill out a Describing wheel organizer. (explore) and a Jigsaw cooperative learning activity. (**Experience**).
 * (R)** 3.4 Students will use a rubric to write and peer edit digital stories (**revise, rethink, refine**) and I will use the rubric to give them feedback (**revise, refine**).
 * (E)** 3.5 I will use a rubric to provide feedback and score their digital stories (**Evaluate**).
 * (T)** 3.6
 * (O)** 3.7 Students will be able to reflect on literary devices used in literary texts. (**Self Knowledge**). Product: digital story. Length: 3 days. ||

Verbal- The verbal intelligence is included in this lesson during the cooperative learning activity, Think-Pair-Share. Visual-Visual learners will be able to create Powerpoints with images and they will watch a movie as a part of the hook. Logical-Logical learners will be involved in the exploration of characters and their conflicts in a text. Musical-Music is involved in the movie of the hook and the students can involve music in their powerpoint if they want. Interpersonal-The students will be able to work together on their Powerpoint projects. Intrapersonal-organizer =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that a variety of strategies can be used to comprehend essential ideas and arguments, //and// interpret and analyze literary texts. (**Where**). This is so they can use those strategies when reading or writing essential ideas. (**Why**). //Students read texts, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, poetry using excerpts to defend their assertions.// (What).
 * (H)** 4.2 Take a survey and synthesize a movie/book everyone has seen/read. (**Hook**)
 * (E)** 4.3 Students will know how to synthesize the conflicts of characters in literary texts. (**Equip**). They will create a Cluster/Word Web organizer. (**Explore**). They will engage in Think-Pair-Share activity. (**Experience**).
 * (R)** 4.4 Students will use a checklist to create and peer edit their powerpoints (**Rethink, Revise, Refine**) and I will use the checklist to score them (**Refine**).
 * (E)** 4.5 I will use a checklist to score and provide feedback on the students' powerpoints. (**Evaluate**).
 * (T)** 4.6
 * (O)** 4.7 Students will be able to synthesize the conflicts of characters in a literary text. (**Explain**). Product: Powerpoint. Length: 3 days. ||

Verbal-Students will create an iMovie in which they use narration. Visual-Visual learners will benefit from the spider map graphic organizer. Kinesthetic- Students will be able to act out roles in their iMovie project. Natural- Natural learners will be able to involve their natural intelligence in their iMovie. Logical- Logical intelligence is involved in the spider map graphic organizer. Musical- Musical intelligence is involved in the making of the iMovie. Interpersonal-Interpersonal students will be involved in the Think-Pair-Share activity. Intrapersonal- Interpersonal learners will be able to fill out the spider map organizer alone.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that a variety of strategies can be used to comprehend, analyze, interpret, evaluate, and appreciate literary texts. (**Where**). This is so they can use those strategies when they write a narration. (**Why**). //Students read texts, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, poetry using excerpts to defend their assertions.// (**What**).
 * (H)** 5.2 Edgar Allan Poe: The Raven (Narrated by Christopher Walken). (**Hook**).
 * (E)** 5.3 Students will know how to analyze different forms of narration using various strategies. (**Equip**). They will fill out a Spider Map organizer. (**Explore**). They will engage in the Team Pair Solo activity (**Experience**).
 * (R)** 5.4 Students will use a rubric to create and group edit an iMovie (**Rethink, Revise, Refine**). I will use the rubric to give them feedback on the product (**Revise, Refine**).
 * (E)** 5.5 I will use a rubric to provie the students with feedback and a score (**Evaluate**).
 * (T)** 5.6

=Lesson 6=
 * (O)** 5.7 Students will be able to use and analyze different forms of narration in a literary text. (**Apply**) Product: iMovie. Length: 3 days. ||

Verbal- Verbal learners will be able to brainstorm during the cooperative learning activity. Visual- Visual learners will create a Glog to display the theme of //Brave New World//. Kinesthetic-hook Logical- The students will fill out an Inverted Triangle organizer. Musical- Students will be able to incorporate music in their Glogs. Interpersonal- Students will complete the Round Robin Brainstorming activity. Intrapersonal- Students will complete a Glog by themselves.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that literary texts connect ideas, arguments, and different perspectives. (**Where**). They will understand this so they can make these connections in their own writing. (**Why**). //Students read texts, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, poetry using excerpts to defend their assertions.// (**What**).
 * (H)** 6.2 Interactive video. (**Hook**).
 * (E)** 6.3 Students will know how literary texts connect ideas, arguments, and different perspectives. (**Equip**). Round Robin Brainstorming. (**Experience**). Inverted Triangle Organizer (**Explore**).
 * (R)** 6.4 They will use a rubric to create and peer edit their Glogs. (**rethink, revise, refine**). I will use the rubric to give them feedback. (**refine, revise**).
 * (E)** 6.5 I will use a rubric to provide feedback and score their Glogs. (**Evaluate**).
 * (T)** 6.6
 * (O)** 6.7 Students will be able to evaluate the themes of a literary text. (**Interpret**) Product: Glog. Length: 2 days. ||

2004 ASCD and Grant Wiggins and Jay McTighe