S3+Villeneuve,Benjamin+Jose

=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/Mathematica] [|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 learn from the discussion about themes in //1984.// [|Logical/Mathematical] Students will learn by filling out graphic organizer involves organizing thoughts in a logical way. [|Visual/Spatial] Students will learn by seeing the information about themes laid out in the graphic organizer in a visual way. [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] Students will be able to do personal reflection while filling out the graphic organizer. [|Interpersonal] Students will learn by working with each other in Think-Pair-Share groups. [|Naturalist] Students will learn by discussing the lack of natural imagery in the advertisement. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that fictional stories can be used to say things about the real world. **(Where)** Because Orwell's statements about governments are universal, and applicable to this very day. Also, being able to dig out themes in this work will help students when they're reading other novels. **(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.**// **(What)**
 * (H)** 1.2 Watch [|this video.] Discuss what it might be saying about what it addresses. **(Hook)**
 * (E)** 1.3 Students will know how Orwell uses motifs (Such as "doublethink" and various symbols) and themes (such as psychological control and the threats of totalitarianism), as well as how to create a podcast using basic sound editing. **(Equip)** Have students do a four-column chart about several of the symbols and themes from //1984.// **(Explore)** Think-Pair-Share at the beginning about their understandings of the motifs and themes from the novel. **(Experience)**
 * (R)** 1.4 Think-Pair-Share will give students opportunities to go over their understandings with a partner. **(Rethink/Revise)** Students will have an opportunity to go over their understandings of the themes of //1984// before committing them to podcast form. **(Revise/Refine)**
 * (E)** 1.5 Students will be evaluated on their podcast (Rubric) as well as in-class participation (checklist), including completion of the graphic organizer (checklist). **(Evaluate)**
 * (T)** 1.6 **(Tailor)**
 * (O)** 1.7 Students will be able to analyze themes present in //1984//. (Perspective) Product: Podcast. 2 days. **(Organize)** ||

[|Verbal-Linguistic] These students will learn from the discussion of the reading and the video. [|Logical/Mathematical] [|Visual/Spatial] These students will learn from the visual aspects of the video and word web. [|Bodily/Kinesthetic] These students will learn from the discussion of video, which includes analyzing dance. [|Musical/Rhythmic] These students will learn from the discussion of the musical aspect of the performance. [|Intrapersonal] [|Interpersonal] These students will learn from the group discussion (During which respectful discourse will be encouraged) and the group teaching exercise. [|Naturalist] These students will learn from the portion of the discussion about nature's role in //1984.// =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that literary devices can be used to establish an author's style. **(What)** Because learning about how to spot literary devices will help students when they're reading other novels, and will help them in conversations about art. **(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.**// **(What)**
 * (H)** 2.2 Watch excerpt from [|this video]. Discuss how they address literary devices and motifs from the novel. **(Hook)**
 * (E)** 2.3 Students will know literary devices used in 1984, such as symbolism, allegory, foreshadowing, metaphor, oxymoron, and climax. Students will also get a quick primer on using Glogster, and elements of advertisements. **(Equip)** Word web addressing several literary devices. **(Explore)** Group students and have each group teach about a literary device. **(Experience)**
 * (R)** 2.4 Students will be able to revise their prior understandings of literary devices during the discussion. **(Rethink/Revise)** Students will have the opportunity to go over their understandings of literary devices on their word web. **(Revise/Refine)**
 * (E)** 2.5 Students will be graded on their Glogster (Checklist), as well as in-class participation (checklist) and the graphic organizer (checklist). **(Evaluate)**
 * (T)** 2.6 **(Tailor)**
 * (O)** 2.7 Students will be able to describe common literary devices in //1984//. (Explain) Product: Glogster advertisement. 2 days. **(Organize)** ||

[|Verbal-Linguistic] These students will benefit from the discussion of motives and conflicts of characters. [|Logical/Mathematical] [|Visual/Spatial] These students will learn by producing the flowchart about the motivations and conflicts of the character. [|Bodily/Kinesthetic] These students will appreciate the role-playing activity, during which they may incorporate a physical interpretation of the character. [|Musical/Rhythmic] The discussion of the music in the //1984// film will appeal to these students. [|Intrapersonal] These students will learn by comparing and contrasting themselves with characters from //1984.// [|Interpersonal] These students will learn from the three-step interview group activity. [|Naturalist] =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that literary characters can either undergo a change or stay the same. **(What)** Because understanding fictional characters will help students to interpret the world around them, as well as works they read later on in life. **(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.**// **(What)**
 * (H)** 3.2 Watch clip from the film //1984.//**(Hook)**
 * (E)** 3.3 Students will know how to use Inspiration, and will be familiar with aspects of characters in literary works, such as motivations, conflicts (Internal, external, etc.), and different ways a character can change. **(Equip)** Inspiration flowchart will be used as graphic organizer. **(Explore)** Three-Step Interview group activity, involving one student pretending to be a character and being interviewed by another student. **(Experience)**
 * (R)** 3.4 Discussion and flowchart will give students to interact with their learning. **(Rethink/Revise)** Students will have time to redo their flowchart if it doesn't demonstrate the knowledge that I'm looking for. **(Revise/Refine)**
 * (E)** 3.5 Students will be graded on their flowchart, as well as in-class participation. **(Evaluate)**
 * (T)** 3.6 **(Tailor)**
 * (O)** 3.7 Students will be able to evaluate motives and conflicts of a character in //1984.// (Interpretation) Product: Inspiration flowchart. 2 days. **(Organize)** ||

[|Verbal-Linguistic] Students will develop this intelligence during the class discussion. [|Logical/Mathematical] Students will develop this intelligence when organizing their thoughts with the graphic organizer. [|Visual/Spatial] Students will develop this intelligence when the Fact/Opinion chart gives them an opportunity to place their thoughts in physical boxes. [|Bodily/Kinesthetic] Students will develop this intelligence when, putting together the debate on YouTube, they will be expected to speak strongly and use body language. [|Musical/Rhythmic] Students will develop this intelligence when practicing the natural rhythms of speech and debate. [|Intrapersonal] Students will develop this intelligence when they think about what they know and feel about the world. [|Interpersonal] Students will develop this intelligence when discussing in their groups whether or not they have any questions about what we're discussing as a class. [|Naturalist] =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that fictional stories can be used to say things about the real world. **(Where)** Because Orwell's statements about governments are universal, and applicable to this very day. Also, being able to dig out themes in this work will help students when they're reading other novels. **(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.**// **(What)**
 * (H)** 4.2 I will bring in a piece of recent news that evokes //1984.// **(Hook)**
 * (E)** 4.3 Students will know how to search the Internet for news stories and reliable information, how to make and edit a video, and how to effectively and respectfully argue a point. **(Equip)** Students will fill out a Fact/Opinion Chart about what we discuss in the hook. **(Explore)** Students will be offered several minutes to discuss any questions or thoughts they might have as a team before we continue with the discussion. **(Experience)**
 * (R)** 4.4 Fact/Opinion Chart will give students the opportunity to think about what they know about the world. **(Rethink/Revise)** Students will have the opportunity to revise and refine the points they want to touch on in their debate. **(Revise/Refine)**
 * (E)** 4.5 Students will be given feedback during the class discussions (Checklist), as well as on the Fact/Opinion chart and on their video debate. **(Evaluate)**
 * (T)** 4.6 **(Tailor)**
 * (O)** 4.7 Students will be able to describe similarities and differences between our world and the world in //1984.// (Self-Knowledge) Product: Debate on YouTube. 5 days. **(Organize)** ||

[|Verbal-Linguistic] These students will benefit from the discussion of another piece of writing. [|Logical/Mathematical] [|Visual/Spatial] Students will develop this intelligence by framing shots for the Comic Life product. [|Bodily/Kinesthetic] Students who prefer this intelligence will enjoy getting to stand up and get into their groups for the Jigsaw activity. [|Musical/Rhythmic] [|Intrapersonal] Students will develop this intelligence by looking within themselves for how much they know about literary devices. [|Interpersonal] Students will develop this intelligence by working in a group on the Jigsaw activity. [|Naturalist] Students will develop this intelligence when I actively bring up nature and its role in //1984.// =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that literary devices can be used to establish an author's style. **(What)** Because learning about how to spot literary devices will help students when they're reading other novels, and will help them in conversations about art. **(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.**// **(What)**
 * (H)** 5.2 I will bring in a novel and read an excerpt that exemplifies a literary term, in order to show that these concepts show up everywhere. **(Hook)**
 * (E)** 5.3 Students will know how to use Comic Life and a few basics of putting together a short narrative, along with literary devices and terms from lesson 2. **(Equip)** Students will fill out a Spider Map about one of the literary devices. **(Explore)** Students will engage in a Jigsaw cooperative learning activity to strengthen their knowledge about literary terms. **(Experience)**
 * (R)** 5.4 Students will have the opportunity to rethink and revise when they receive feedback on the Spider Map. **(Rethink/Revise)** Students will have the opportunity to revise and refine if they wish to redo their Comic Life. **(Revise/Refine)**
 * (E)** 5.5 Students will be given feedback on the discussion (Checklist) and on the Spider Map to ensure that they understand literary terms well enough to use them on a basic level.**(Evaluate)**
 * (T)** 5.6 **(Tailor)**
 * (O)** 5.7 Students will be able to adapt a literary device or term for use in a short work of their own. (Application) Product: Comic Life. 5 days. (Linked with Lesson 3) **(Organize)** ||

[|Verbal-Linguistic] Students will develop this intelligence by engaging actively in discussion. [|Logical/Mathematical] Students will develop this intelligence by logically organizing the story in the Comic Life before putting it together. [|Visual/Spatial] [|Bodily/Kinesthetic] Students can develop this intelligence by actively engaging in acting in the pictures in the Comic Life product. [|Musical/Rhythmic] Students may develop this intelligence by creating or finding some kind of backing track for when they present their Comic Life. [|Intrapersonal] [|Interpersonal] Students will develop this intelligence by working cooperatively on the Comic Life product. [|Naturalist] Students can develop this intelligence by addressing natural imagery in their Comic Life.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that literary characters can either undergo a change or stay the same. **(What)** Because understanding fictional characters will help students to interpret the world around them, as well as works they read later on in life. **(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.**// **(What)**
 * (H)** 6.2 I will show another clip from the movie //1984// to introduce students to character interpretation for this lesson.**(Hook)**
 * (E)** 6.3 Students will know all the stuff from lesson 3, along with how to use Comic Life. **(Equip)** Students will fill out a Story Map I about one of the possible characters they can do their Comic Life about. **(Explore)** Students will engage in a Round Robin Brainstorm, with each group focusing on a single character. Students will take knowledge from this and apply it to their Comic Life product. **(Experience)**
 * (R)** 6.4 Students will be given the opportunity to rethink and revise when they receive feedback on their methods of discussion throughout the term, and adjust how they discuss accordingly. **(Rethink/Revise)** Students will be given the opportunity to revise and refine when they are given feedback on their Story Map. **(Revise/Refine)**
 * (E)** 6.5 Students will be given feedback on the discussion (In checklist form) and on their story map. **(Evaluate)**
 * (T)** 6.6 **(Tailor)**
 * (O)** 6.7 Students will be able to relate to a character in //1984// other than Winston. (Empathy) Product: Comic Life. 5 days. (Linked with Lesson 4) **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe