S3+Cook,Shila+Jo

=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= Logical/Mathematical- This lesson should make sense to these learners because of the logic that is needed behind every clear position. Bodily/Kinesthetic- Students will have to get into partners to try to make a clear position on a topic during the class. Musical/Rhythmic- There will be quiet background music playing during group time (Imagine by John Lennon, and other songs that have a clear position). Intrapersonal- I want a written position handed in at the end of class, this must be done alone at your seat. Interpersonal- Students will have to get into partners to try to make a clear position on a topic during the class.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that academic essays state a clear position. Students will understand that academic essays are stronger because of a clear position. Students will understand that academic essays are supported with relevant evidence **(Where).** Students must understand how to make a strong arguments in all situations **(Why). //Students use a writing process to communicate for variety of audiences and purposes// (What).**
 * (H)** 1.2 Another teacher will walk into the room a few minutes into class and will state a clear argument/position that I will then counter. **(Hook)**
 * (E)** 1.3 Students will know how to make an arguable opinion, how to add in supporting evidence, what makes a thesis **(Equip).** Students will be given two pieces of paper, a blank fact and opinion sheet and a list of facts and opinions that they have to sort into the fact and opinion sheet **(Explore).** Each student will have to make 15 flash cards on quizlet.com that they will then have to try on a partner **(Experience).**
 * (R)** 1.4 Students will be given a checklist of the type of questions and answers that have to be placed on the flash cards **(Rethink/Revise).** I will be asking each student to ask me the first three questions they come up with on their flash cards, as well as the answers, to make sure that they are getting the idea before completing the total 15 **(Rethink/Refine).**
 * (E)** 1.5 Students will be pre-assessed on their idea of a strong, clear position, by using a checklist. **(Evaluate)**
 * (T)** 1.6 Verbal-Linguistic- By having the first example between teachers, and then the speaking of opinions. They will also have to be able to formulate their thoughts into the 15 flash cards.

=Lesson 2=
 * (O)** 1.7 Students will be able to relate information from their readings to their argument. **(Empathy) Product: Audio Journal (Podcast) 1-2 Days (Organize).** ||

Verbal/Linguistic- Students will be verbally answering questions and presenting their glogster. Logical/Mathmatical- The glogster needs to be done in a sequential way that is going to work well for these learners. Visual/Spatial- The glogster as a tool is a very visual thing as I'm having the students make one in class. Bodily/Kinesthetic- The students need to get up at least twice in this class, once to make their glogster, and once to present. Interpersonal- The working in partners and presenting in front of the class will work nicely for these learners. Naturalist- I used examples in the very beginning of class that have to do with activists of all kinds, even nature preservation activist.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that academic essays state a clear position. Students will understand that academic essays are stronger because of a clear position **(Where).** Students must understand what makes a strong essay **(Why).** **//Students use a writing process to communicate for variety of audiences and purposes// (What).**
 * (H)** 2.2 State some of the very clear positions in the famous speeches in history, and then give them the same position that isn't clear. Ask them to identify the differences that they hear **(Hook).**
 * (E)** 2.3 Students will know thesis, clear position, relevant evidence, facts, opinions, argument, conclusion **(Equip).** Students will be given a blank tree chart that they need to write their essay idea in as the topic, then the branches are the reasons for their position **(Explore).** Students will be responsible for making a glogster in groups of two that shows the process of going from an opinion to an argument to a clear position (Saved to do more work with it later) **(Experience).**
 * (R)** 2.4 Students will be give a checklist for the glogster that depicts everything they need to have included in it **(Rethink/Revise).** The students will have a few minutes to practice their presentation **(Rehearse).** I will have the students quickly show/present their gloster and I will provide feedback to each group **(Rethink/Refine).**
 * (E)** 2.5 Students will be pre-assessed by the answers that they give to the strong and weak positions in the very beginning of class **(Evaluate).**
 * (T)** 2.6

=Lesson 3=
 * (O)** 2.7 Students will be able to recognize a logical argument. **(Self-Knowledge) Product: Puppet Show - IMovie 3 Days (Organize)** ||

Logical/Mathematical- Relevance is logical after you know what it means, so I feel these learners will enjoy finding relevant information. Visual/Spatial- The blog has specific guidelines that these learners will appreciate. Musical/Rythmic- I will have music playing while they are doing their persuasion maps and blog enteries. Intrapersonal- I will address these learns by having my student blog be done alone. Interpersonal- I have the students working with partners for the persuasion maps.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that academic essays state a clear position. Students will understand that academic essays are supported with relevant evidence **(Where).** Students must know what relevant evidence is **(Why). //Students use a writing process to communicate for variety of audiences and purposes// (What).**
 * (H)** 3.2 I will read two separate papers- one with relevant evidence and one without **(Hook).**
 * (E)** 3.3 Students will know thesis, clear position, relevant evidence, facts, opinions, argument, conclusion **(Equip).** I will give my students a blank persuasion map that they have to fill in using their arguments, may work in teams of 2 **(Explore).** I will have my students make a blog as they gather their relevant evidence for their argument **(Experience).**
 * (R)** 3.4 Students will be given a list of how and what needs to be included in each blog entry **(Rethink/Refine).** I will write in response to each of the blog entries **(Rethink/Revise).**
 * (E)** 3.5 Students will be pre-assessed as to their knowledge of what evidence is for a paper, then as to what is relevant **(Evaluate).**
 * (T)** 3.6 Verbal/Linguistic- I will address this by having the students work verbally with their team member.

=Lesson 4=
 * (O)** 3.7 Students will be able to judge the difference between facts and opinions. **(Interpret) Product: Data Display 2 Day (Organize)** ||

Verbal/Linguistic- Students will have to read and discuss about the important information in their texts that are supporting their argument. Logical/Mathematical- The chart itself is very logical, as well as the information needed from the readings. Visual/Spatial- The chart gives a very visual understanding of how to use information from text to support a topic. Interpersonal- I will have my kids move around and get into groups to talk about the chart. Bodily/Kinesthetic- I will have my kids move around and get into groups to talk about the chart. Naturalistic- The chart looks like a flower, so I would even rename the chart from a wheel chart to a flower chart to connect it to nature. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that academic essays are supported with relevant evidence. **(Where).** Students must know what is important and relevant in the text to use in their paper towards their argument **(Why).** **//Students use a writing process to communicate for variety of audiences and purposes// (What).**
 * (H)** 4.2 I will show a humorous video showing how to find and/or use relevant evidence **(Hook).**
 * (E)** 4.3 Students will know how to make and arguable opinion, how to add in supporting evidence, what makes a thesis **(Equip.)** I will give my students a blank idea wheel. This is so when they collect information from the readings they can fill in the information around the topic bubble in the very center of the wheel **(Explore).** I will have my students make a glogster comparing an opinion and relevant evidence with a partner **(Experience).**
 * (R)** 4.4 Students will be given a checklist of what is included on the glogster **(Rethink/Refine).** I will give feedback by means of a rubric after they present their glogster **(Rethink/Refine).**
 * (E)** 4.5 Students will be pre-assessed as to their knowledge of relevant evidence, what is it, how do you find it, how do you incorporate it **(Evaluate).**
 * (T)** 4.6
 * (O)** 4.7 Students will be able to relate information from the reading to their argument **(Perspective) Product: Glogster 2 Day (Organize).** ||

Verbal/Linguistic- An I-Movie is a very verbal thing, as everyone in the movie is going to have to talk at least once. Logical/Mathematical- A debate is very your side, my side type thing. This is good because it makes logical sense. Visual/Spatial- These learners are also going to like the way debates are set up. It can be pictured in ones mind. Musical/Rhythmic- There is a rhythm to a debate because each side is even and they both talk for the same amount of time. Interpersonal- I-Movies are very social things. This one is done with other group members. Bodily/Kinesthetic- I expect there to be lots of movement in the movies. There should be minimal sitting.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that academic essays are stronger because of a clear position. Students will understand that academic essays are supported with relevant evidence **(Where).** Students must know how to choose a specific idea to support, and how to support that idea logically **(Why).** **//Students use a writing process to communicate for variety of audiences and purposes// (What).**
 * (H)** 5.2 Try to find a school house rock song that talks about a strong thesis statements **(Hook).**
 * (E)** 5.3 Students will know thesis, clear position, relevant evidence, facts, opinions, argument, conclusion **(Equip).** I will give my student a bare idea rake and a pre-typed list of ideas, relevant information, and extraneous information. They will need to fill in the chart using only the idea and the relevant information. **(Explore).** The students will make a short I Movie debate to depict the full differences between relevant information and extraneous information **(Experience).**
 * (R)** 5.4 Student will be given a checklist of what to include in their debate **(Rethink/Refine).** I will give feedback on their I-Movie using the same checklist as they were given **(Rethink/Refine).**
 * (E)** 5.5 Students will be pre-assessed as to what extraneous information is and what relevant information is **(Evaluate).**
 * (T)** 5.6

=Lesson 6=
 * (O)** 5.7 Students will be able to argue an idea while excluding extraneous information **(Perspective) Product: Comic Life 3 Days (Organize).** ||

Verbal/Linguistic- Writing a paper is very linguistically oriented. Logical/Mathematical- This essay is going to be a structured essay that has a "formula" of sorts. Visual/Spatial- This essay is going to be a structured essay that has a visual appeal for these learners. Interpersonal- The students can work together/assist each other in making their story board 2. Intrapersonal- The paper needs to be written alone. Bodily/Kinesthetic- The students can work together/assist each other in making their story board 2 getting up and moving around the room.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that academic essays state a clear position. Students will understand that academic essays are stronger because of a clear position **(Where).** Students must know how to write an essay, and support their ideas **(Why).** **//Students use a writing process to communicate for variety of audiences and purposes// (What).**
 * (H)** 6.2 I will read students a few of my past students essays **(Hook).**
 * (E)** 6.3 Students will know introduction, thesis, position, support, ideas, conclusion **(Equip).** I am going to give my students story map 2 so that they can plan out their essay before they go sit down to write it. **(Explore).** I will have my students make a persuasive essay that incorporates everything that we have learned to this point. It needs to show complete understanding of the MLR **(Experience).**
 * (R)** 6.4 I will give my students a checklist/rubric for their essay **(Rethink/Refine).** I am going to grade the paper using the same rubric that I have the kids **(Rethink/Refine).**
 * (E)** 6.5 The students will be give one last pre-assessment to evaluate whether they have the full understanding of argument and analysis papers **(Evaluate)**.
 * (T)** 6.6


 * (O)** 6.7 Students will be able to produce an essay that supports and idea **(Apply) Product: Persuasive Essay 4 Day (Organize).** ||

2004 ASCD and Grant Wiggins and Jay McTighe